Abstract
Over the past 20 years, there has been a concentrated effort on expanding K–12 pathways, experiences, and access in computer science education (CSEd). Computer science (CS) is a multifaceted discipline within education, and the current emphasis in education policy has focused on how to expand access for K–12 students in CSEd that will lead to increased innovation and bring new participants into the United States labor economy. Industry partners have advocated for policies and incentives to increase pathways to CS opportunities. This chapter interrogates the side effects of CSEd and offers a framework for considering how side effects impact CS teaching and learning. We highlight the barriers that exist within CS and CSEd and how broadening participation in computing efforts could address longstanding equity and disparity issues.
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