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Issue No. 03 - May-June (2017 vol. 19)
ISSN: 1521-9615
pp: 8-18
Steven McGee , The Learning Partnership
Randi McGee-Tekula , The Learning Partnership
Jennifer Duck , The Learning Partnership
Ronald I. Greenberg , Loyola University Chicago
Lucia Dettori , DePaul University
Dale F. Reed , University of Illinois at Chicago
Brenda Wilkerson , Chicago Public Schools
Don Yanek , Chicago Public Schools
Andrew M. Rasmussen , Chicago Public Schools
Gail Chapman , University of California, Los Angeles
The reported study investigated the impact of the Exploring Computer Science (ECS) program on the likelihood that students of all races and genders would pursue further computer science coursework in high school. ECS is designed to foster deep engagement through equitable inquiry around computer science concepts. The course provides experiences that are personally relevant. Using survey research, the authors sought to measure whether the personal relevance of students' course experiences influenced their expectancies of success in and value for the field of computer science and whether those attitudes predicted the probability that students pursued further computer science coursework. The results indicate that students find ECS courses personally relevant, are increasing their expectancies of success and perceived value for the field of computer science, and are more likely to take another computing course.
Computer science education, Social factors, Professional aspects, Career development

S. McGee et al., "Does a Taste of Computing Increase Computer Science Enrollment?," in Computing in Science & Engineering, vol. 19, no. 3, pp. 8-18, 2017.
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