Indiana High School’s Computer Science Enrollment and Disparity Indices: On Gender, Ethnicity, Locale, and Economic Status

Authors

• Minji Jeon, University of Nebraska-LincolnFollow
• Jacob Koressel, Indiana University
• Anne Ottenbreit-Leftwich, Indiana UniversityFollow
• Joshua Childs, University of Texas at AustinFollow
• Katie Jantaraweragul, Warrant Technologies

ORCID IDs

Jeon https://orcid.org/0000-0002-0301-2221

Koressel https://orcid.org/0000-0001-5867-0224

Ottenbreit-Leftwich https://orcid.org/0000-0002-4055-314X

Childs https://orcid.org/0000-0003-4181-0360

Jantaraweragul https://orcid.org/0000-0002-5588-6107

Document Type

Article

Date of this Version

2026

DOI Link

10.1080/07380569.2024.2413716

Citation

Computers in the Schools (2026) 43: 251-270

doi: 10.1080/07380569.2024.2413716

Comments

Open access

License: CC BY 4.0

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.