Access to opportunities is critical to promote equity in computing, per the study's examination of marginalized girls' experience during the COVID pandemic¶
Claim · All claims
Evidence · 1 study · designr3·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The study's central equity finding is that access to opportunities is critical to promoting equity in computing education. → Li 2024
Evidence¶
Li 2024¶
Li, Q., Moallem, M., Boettinger, J., Cai, Q., & Levi, M. (2024). An educational model of equity and computing: a study of marginalized student experience during COVID pandemic. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10443-0
q2 · i? · design · r3
Authors' conclusion in the Discussion of the design-based case study of 82 girls, over 56% from underrepresented groups, in free after-school clubs moved fully online. The article offers this as an interpretive finding; no effect size is printed.
"The examination of the girls' experience during the COVID pandemic shows that access to opportunities is critical to promote equity."
Discussion¶
Related Claims¶
- Computing education has historically excluded marginalized student populations, and large inequities in access persist — a broader claim this one bears on
- AI in adult education risks reinforcing existing inequalities via the digital divide, particularly for rural, low-income, and marginalized learners — related
- A combination of human facilitators and well-constructed tutorials has the potential to improve girls' self-study skills and prepare them to become more independent learners — related
- Beyond cognitive gains, the experience increased girls' interest in computing and confidence, and fostered work ethics, perseverance, social development, digital citizenship, and independent learning — related
- Girls produced 34 comprehensive PSAs and dozens of mini-Scratch projects, providing project-based evidence of computing knowledge gain — related
- Girls in the online E-5C-guided clubs showed significant pretest-to-posttest gains in creativity, critical thinking, and overall computational thinking, but not in algorithmic thinking, cooperativity, or problem solving — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
e5c-access-critical-for-equity |
title |
Access to opportunities is critical to promote equity in computing, per the study's examination of marginalized girls' experience during the COVID pandemic |
description |
Access to opportunities is critical to promote equity in computing, per the study's examination of marginalized girls' experience during the COVID pandemic |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — li-2024 |
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