A Sociocultural Perspective on Computer Science Capital and Its Pedagogical Implications in Computer Science Education

Abstract

The aim of this conceptual article is to provide a framework and a lens for educators in diversifying and making CS education more inclusive. In this article, we conceptualize the notion of computer science capital (CSC), which extends Bourdieu’s sociological theory of capital and Archer et al.’s work on “science capital.” The CSC concept was developed by contrasting the concept of science capital with a literature review on key factors affecting students’ aspirations in CS. We argue that there is a need to distinguish between science capital and CSC, because the types of capital that are considered legitimate vary between the field of natural science and computer science. The CSC concept uses a sociocultural perspective on learning and can be understood as a form of symbolic capital that is influential in facilitating students’ possibility to fully participate in, engage with, and form aspirations in CS. The CSC concept consists of three main components, each with associated subcomponents. We believe our CSC framework, along with the self-reflection prompts included in this article, will offer support for reflections for educators in their daily pedagogical work. By taking students’ various levels of social and cultural capital into consideration, educators can plan didactic activities with a focus to strengthen students’ various types of capital. This includes reflection on how implicit and explicit norms, beliefs, thoughts, expectations, values, and ideas can affect the pedagogical practices and ultimately the students. Only when we are reflective about our teaching practices can we be better positioned to construct a more inclusive teaching and learning environment.