2023 ASEE Annual Conference & Exposition

Research Problem: K-12 school systems are racing to implement Computer Science (CS) education within classrooms across the United States. Prior research on education reform movements suggests that without rigorous research, combined with careful technical support for implementation, we should expect wide variation across districts in how they choose to implement computer science education as well as extreme inequality in which districts provide equitable opportunities to learn CS, with the most underserved students fairing the worst (Ahn & Quarles, 2016; Bryk, Gomez, Grunow, & LeMahieu, 2015; Carlson, Borman, & Robinson, 2011; Gordon and Heck, 2019). It stands to reason that these same challenges are at play in the CS subfield of cybersecurity.

Research Question: In what ways does the JROTC-CS experience impact the cognitive (e.g. knowledge and skills) and non-cognitive factors (e.g. social and emotional behaviors) of cadets in high school?

Methodology: We used a qualitative study using a semi-structured interview protocol with JROTC cadets attending the schools involved in the intervention (n=17). The interview protocol focused on the types of cognitive and non-cognitive impacts the cadets experienced when participating in CS and Cybersecurity learning experiences.

Data Collection: We conducted interviews with 17 cadets and coded the transcripts using a priori codes.

Findings: Sixteen of the students reported an increase in their knowledge and skills through self-reported grades and self-perceived knowledge gained through the CS and cybersecurity experiences. While all of the students indicated that the courses and extracurricular activities were beneficial and interesting, only two of the students indicated they wanted to have a career in the computer science or cybersecurity field. However, the findings indicated a lack of school personnel support, specifically at the guidance counselor level. Finally, all of the students reported a strong sense of belonging in their CS and cybersecurity experiences leading to increased peer collaboration and support.

Implications: Based on other evidence collected during the intervention, the intervention had multiple successes in expanding equitable experiences for cadets in the schools involved in the study. Guidance counselors and other personnel who are in a position to influence the future career choices of cadets may need more professional development; however, more research is needed to understand the ways in which they currently influence cadets.