The number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low, according to recent surveys. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis looks at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. She finds an insidious “virtual segregation” that maintains inequality.
Two of the three schools studied offer only low-level, how-to (keyboarding, cutting and pasting) introductory computing classes. The third and wealthiest school offers advanced courses, but very few students of color enroll in them. The race gap in computer science, Margolis finds, is one example of the way students of color are denied a wide range of occupational and educational futures. Margolis traces the interplay of school structures (such factors as course offerings and student-to-counselor ratios) and belief systemsâ€”including teachers’ assumptions about their students and students’ assumptions about themselves. Stuck in the Shallow End is a story of how inequality is reproduced in Americaâ€”and how students and teachers, given the necessary tools, can change the system.
This book was the recipient of the 2009 American Association of Publishers Prose Award in Education.
Praise for Stuck in the Shallow End
Review of Stuck in the Shallow End
Computer Science Teachers Association Blog
Geoffrey Canada, President/CEO, Harlem Children’s Zone
Author of Fist Stick Knife Gun: A Personal History of Violence in America
Indira Nair, Vice Provost of Education, and Professor, Engineering and Public Policy, Carnegie Mellon University
Maria M. Klawe, President, Harvey Mudd College
Mark Guzdial, School of Interactive Computing, Georgia Institute of Technology
Jeannie Oakes, Presidential Professor in Education Equity, UCLA