Expectancy Value Theory as an Interpretive Lens to Describe Factors that Influence Computer Science Enrollments and Careers for Korean High School Students

摘要

To ensure a robust pipeline of computer scientists worldwide, male and female students mustperceive computer science (CS) as a viable field of study and career. Using expectancy-value theory(EVT) as an interpretive framework, this paper reports on a descriptive case study conducted withina CS course in a private, international high school in South Korea to illuminate factors thatinfluenced student (N=10) enrollment in the class and assessments of CS careers. EVT was chosenas a validated model to understand how students’ perceptions and choices influence the value andfuture participation in an activity (like CS). Data was collected from questionnaires, journal entries,essays, and class discussions over a ten-day unit exploring careers in CS. Data was coded usingconstructs of expectancy-value theory and informed themes for analysis. Factors that influencedsampled students to enroll in the high school CS class included interests in technology and society,perceived difficulty (challenge), interest in math and science, cultural influences, and wanting earlyexposure to CS content. Career aspirations in CS illustrated both desirable (i.e., broad applicationsof CS, positive societal impacts, leveraging creativity) and undesirable (i.e., high ability for CS, stiflingof creativity) aspects of CS careers. Gender differences showed that only males (n=7) held negativeviews of creativity and females (n=3) made connections between CS content and other career fields.The difference shows that attracting more gender diversity means focusing on differentinterventions for males and females. Half of the students (n=5) reported that learning about CScareers changed prior negative perceptions, suggesting CS career information is important forstudents to develop accurate value judgments of CS.