Identity in K-12 Computer Education Research: A Systematic Literature Review
Gregor Große-Bölting, Dietrich Gerstenberger, Lara Gildehaus, Andreas Mühling, Carsten Schulte · 2021
The identity or self-concept of computer scientists has received increasing attention in the computing education research (CER) literature in recent years. Identity is often considered relevant both for initially choosing a path of study and subsequent retention. It is therefore also considered highly relevant for the questions of how to reduce drop-out rates and broadening participation of currently underrepresented groups in computing in higher education. However, as more and more students have eligible or mandatory computing education in their K-12 years, identity may become relevant in this area as well.