Journal of Research on Technology in Education

Computer science (CS) is an increasingly important domain for academic success, careers, and civic engagement. However, as computer science is typically not a required subject, access to computer science education is highly stratified by income, race, language background, and gender, resulting in highly unequal opportunities for computer science study and careers. Fewer female students take computer science courses than male students in K-12 schools and higher education, and women are underrepresented in the computer science workforce (Bahar et al., 2022). Black and Latino students enroll in fewer computer science courses than students in other racial groups (Bruno & Lewis, 2021) and are less likely to receive computer science education. Schools with a high percentage of English language learners are also less likely to offer computer science courses (Martin et al., 2015). 

Prior work has found several approaches for broadening underrepresented students' participation in CS, including 1) providing culturally responsive computing instruction (Kapor Center, 2021; Scott et al., 2015); 2) incorporating inclusive approaches to teaching computing to students with exceptionalities (Israel et al., 2015; Prado et al., 2022); 3) promoting social justice in computing (Madkins et al., 2020; Vakil, 2018); 4) developing diverse students’ computing identities (Jacob et al., 2022; Margolis, 2017; Shaw & Kafai, 2020); 5) identifying age-appropriate learning trajectories for diverse learners (Gane et al., 2021; Rich et al., 2022); and 6) identifying policies that increase equitable access for underserved students (DeLyser & Wright, 2019; Ottenbreit-Leftwich et al., 2022). 

While a number of national and local programs and policies have applied these approaches to promote broader access to computer science education, there is insufficient empirical research on the impact of these programs, or on the underlying conditions that make them necessary. 

This special issue will address the topic of equity and inequity in computer science education. Submitted manuscripts should be based on rigorous empirical studies (quantitative, qualitative, or mixed-methods) or meta-analyses/systematic reviews of

empirical studies focusing on equity and diversity in computer science education. We will also consider highly innovative conceptual papers or policy analyses that draw on empirical studies and are valuable for guiding future empirical research. Papers that principally describe new curriculum or implementation projects are not appropriate for the special issue. 

We will consider a broad range of topics within this call, including but not limited to studies of the following, including those based on experiments, quasi-experiments, design-based implementation research, case studies, or other empirical methods: 

• Interventions to teach computer science using culturally responsive pedagogy for racially and ethnically diverse students, or language and literacy strategies targeted to speakers of diverse languages and dialects 
• Interventions designed to teach computer science to students with intellectual, cognitive, or physical disabilities 
• Interventions to teach computer science through leveraging issues of social, racial, economic, or environmental justice 
• Methodological approaches to studying or assessing students’ development of computer science knowledge, skills, or attitudes that connects with their diverse backgrounds 
• The development of computer science identity among diverse learners 
• Trajectories of diverse learners in computer science study and careers 
• Policies and practices that act as barriers to equitable access and achievement in computer science for diverse learners 

In keeping with the journal’s aims and scope, all articles should address teaching and/or learning, broadly conceived, and discuss related implications. Education is inclusive of formal educational environments ranging from PK-12 to higher education, and informal learning environments, such as museums, community centers, and after-school programs. 

Submission Instructions 

Timeline: 

• October 31, 2023: Submission of maximum 500 word proposals to the following link: https://uci.co1.qualtrics.com/jfe/form/SV_3ko4ckXDiA0uZbo
• November 30, 2023: Notifications of acceptance and invitations for full papers to special issue
• March 31, 2024: Submission of full paper to special issue to https://mc.manuscriptcentral.com/jrte (Note: Be sure to select the special issue label in the dropdown during submission)
• June 5, 2024: Notifications on acceptance with editor and reviewer feedback
• July 28, 2024: Submission of revised manuscripts to: https://mc.manuscriptcentral.com/jrte
• August 25, 2024: Final revised manuscripts if sent back out for review to https://mc.manuscriptcentral.com/jrte
• January of 2025: Publication of official issue with volume, issue, and page numbers (Note: Articles are available online after production for early review)

Instructions for AuthorsSubmit an Article