Author ORCID Identifier

https://orcid.org/0000-0002-2020-6079

https://orcid.org/0000-0002-1961-2344

https://orcid.org/0000-0001-7236-3933

https://orcid.org/0000-0002-9958-3597

https://orcid.org/0000-0002-1970-1427

Document Type

Article

Publication Date

2-18-2025

Journal Title

SIGCSETS 2025: Proceedings of the 56th ACM Technical Symposium on Computer Science Education

Volume

1

First Page

102

Last Page

108

DOI

https://doi.org/10.1145/3641554.3701840

Abstract

In the push to broaden participation in computer science (CS) within the United States, there have been a number of highly successful efforts to engage urban high schools and communities. As urban areas often have high concentrations of poverty and underrepresented populations, these efforts meet a well-known need, and have a strong potential impact. However, urban audiences are not the only ones to lack adequate computer science education opportunities. In the United States, 1 in 5 people live in a rural area [19], and studies consistently show that rural areas offer fewer opportunities for students to engage with computer science than their urban and suburban peers [4, 16, 22]. While some of the challenges rural schools face are shared by urban schools, the rural schools also have unique challenges that must be understood before engaging in successful intervention efforts. This paper describes one effort to support rural schools, their teachers, and their students. We seek to share the lessons we have learned in the hope that other programs may benefit.

Comments

This is an open access article published under the University of Nebraska at Omaha and ACM open access publishing agreement.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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Funded by the University of Nebraska at Omaha Open Access Fund