Feeling the weight of the water: a longitudinal study of how capital and identity shape young people’s computer science trajectories over time, age 10–21
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Feeling the weight of the water : a longitudinal study of how capital and identity shape young people’s computer science trajectories over time, age 10–21. / Holmegaard, Henriette; Archer, Louise; Godec, Spela; Watson, Emma; MacLeod, Emily; Dewitt, Jennifer; Moote, Julie.
I: Computer Science Education, 2024.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Feeling the weight of the water
T2 - a longitudinal study of how capital and identity shape young people’s computer science trajectories over time, age 10–21
AU - Holmegaard, Henriette
AU - Archer, Louise
AU - Godec, Spela
AU - Watson, Emma
AU - MacLeod, Emily
AU - Dewitt, Jennifer
AU - Moote, Julie
N1 - Publisher Copyright: © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - Background and Context: There is a call for more young people to continue into higher education computer science (CS). Objective: To understand young people’s choices into and away from CS, by addressing the inequalities their trajectories as shaped over time and in relation to their capital and identities. Method: Ninety-four longitudinal interviews were conducted with nine young people and their parents from age 10/11 to age 21/22, analysed through the lens of identity and capital. Findings: CS-related capital facilitated “smooth” transitions into CS-degrees, with family capital being salient in the choice-process, and out-of-school experiences for navigating CS-courses. Other young people faced disjunctures between their capital, identity and the field of CS education, feeling “the weight of the water”, experiencing study challenges and being at risk of withdrawing. Finally, a group of young people were “navigating a different waterway”, reflecting a greater fit with a different field. Implications: We call for actions to broadening what counts as CS.
AB - Background and Context: There is a call for more young people to continue into higher education computer science (CS). Objective: To understand young people’s choices into and away from CS, by addressing the inequalities their trajectories as shaped over time and in relation to their capital and identities. Method: Ninety-four longitudinal interviews were conducted with nine young people and their parents from age 10/11 to age 21/22, analysed through the lens of identity and capital. Findings: CS-related capital facilitated “smooth” transitions into CS-degrees, with family capital being salient in the choice-process, and out-of-school experiences for navigating CS-courses. Other young people faced disjunctures between their capital, identity and the field of CS education, feeling “the weight of the water”, experiencing study challenges and being at risk of withdrawing. Finally, a group of young people were “navigating a different waterway”, reflecting a greater fit with a different field. Implications: We call for actions to broadening what counts as CS.
KW - aspirations
KW - choices
KW - computer science
KW - computer science identities
KW - Science capital
U2 - 10.1080/08993408.2024.2320009
DO - 10.1080/08993408.2024.2320009
M3 - Journal article
AN - SCOPUS:85191346272
JO - Computer Science Education
JF - Computer Science Education
SN - 0899-3408
ER -
ID: 391034885