Creating sustainable pathways to broaden participation in computing requires many voices at the table. When examining the landscape of those who can impact expanding computer science education for all, consider the importance of three kinds of stakeholders:
- Those who have expertise in relevant areas,
- Those who champion values connected to computing education and;
- Those who are from the populations historically marginalized in computing education.
Note that individuals and organizations may belong to both of these categories. Stakeholders may have expertise in computing education curriculum, models of student learning, the practicalities of the K-16 education system, the political processes that support long-term funding, opportunities associated with community-based organizations, or career and job opportunities in the state. Stakeholders who can champion the values associated with computing education may focus on values of equity, diversity, and inclusion, as well as on ensuring democratized change processes. Many states have educational researchers, institutes of higher education, and nonprofits already receiving federal, state, or local funding to tackle a specific aspect of computing education. Discovering who has funding (using government search tools such as NSF’s Award Search online and even searching for awards by state via the Advanced Search Feature) can assist in building a network of stakeholders with a vested interest in computing education.
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