Computer Science (CS) education is being increasingly included in primary school curricula across New Zealand. As a group, Pasifika students are less likely to engage with CS at tertiary level and in the workforce, so understanding more about their engagement with school level CS seems important. A multiple case-study design was used to explore the nature of engagement with CS for six Year 7 and 8 Pasifika students. Data were collected via a drawing task, semi-structured interviews and observations of CS teaching sessions then analysed using inductive thematic analysis. Four themes emerged as important to participant engagement with CS: participation, reification, imagination and alignment. Additionally, several potential barriers and enablers were identified across three broad themes: access, perceptions and affect. Results highlight Pasifika students’ need for adequate access to CS education and intentional teaching around its purpose and relevance to their current and future identities.

中文翻译：

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了解太平洋岛民学生对计算机科学的参与：基于新西兰的案例研究

计算机科学 (CS) 教育越来越多地包含在新西兰的小学课程中。作为一个群体，太平洋岛民学生不太可能在高等教育和工作中接触 CS，因此更多地了解他们与学校级 CS 的接触似乎很重要。使用多案例研究设计来探索 6 名太平洋岛国 7 年级和 8 年级学生参与 CS 的性质。通过绘图任务、半结构化访谈和 CS 教学会议观察收集数据，然后使用归纳主题分析进行分析。四个主题对参与者参与 CS 很重要：参与、具体化、想象力和对齐。此外，在三个广泛的主题中确定了几个潜在的障碍和推动因素：访问、感知和影响。