Abstract
This study analyzed the longitudinal data of Indiana high school students’ Computer Science (CS) enrollments from 2014 to 2020. The result showed while Indiana CS enrollments have increased in recent years, gaps in participation by minoritized student populations have still been observed. The CS enrollment rates in terms of different student populations including gender, ethnicities, locales, and economic status have been increasing, and the disparities according to these demographic profiles have been somewhat alleviated. However, the degrees of inequity varied by classification. Female underrepresentation was found to be largest followed by rural and town residents, then economically disadvantaged, and then ethnic minorities in CS education (Black, Hispanic, and Multiracial). These findings indicate where our future efforts should be concentrated.
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