Advancing Social Justice in Code Club Education : Exploring Participation, Pedagogy, and Computer Science Capital

Participation in code club education remains unequal across lines of gender, ethnicity, and socioeconomic status, with underrepresented groups often facing barriers to engagement. This thesis investigates these disparities through a sociological and equity-focused lens by examining children’s access to code clubs and how these clubs are organized to foster social justice. It introduces and applies the Computer Science Capital (CSC) framework, which draws on Bourdieu’s theory of capital and the science capital framework, to explore how access to computing-related social and cultural resources and behavioral patterns influences children’s engagement in computing. Using a mixed-methods research design, the study is structured across four phases involving theory development, a survey, and interviews with code club participants and practitioners. The first and second phases map out the CSC framework, as well as the distribution of CSC among children in code clubs, identifying significant gender differences in computing aspirations and perceptions. Subsequent phases use qualitative methods to deepen the understanding of how children access code club opportunities and how practitioners promote access, equity, and inclusion (AEI) within these learning environments. A survey of 154 code club participants investigated how CSC manifests in practice. The findings show that girls reported lower levels of aspiration and engagement in computing. To further explore the factors influencing participation, interviews were conducted with 17 children. Findings reveal that children’s involvement is shaped not only by their individual interests but by broader social structures, such as family and peer support, and interests in computer games. Therefore, practitioners are encouraged to reflect on how their recruitment and pedagogical practices might unintentionally exclude certain groups of children. The final part of the thesis examined how 17 code club practitioners across eight European countries implement strategies to promote social justice. Effective practices include building partnerships, practicing cultural humility, fostering a fun and supportive learning environment, engaging families, and sharing power with learners. In summary, this thesis contributes to computing education research by developing the CSC framework and demonstrating its practical relevance for recruitment, curriculum design, and pedagogy. It calls for a shift from deficit participation models toward a more intentional and critical educational approaches that acknowledge the uneven distribution of opportunity and seek to strengthen learners’ CS-related capitals. The implications of the findings extend beyond code clubs, offering insights for formal education, policy development, and broader discussions on equity in computing education.