{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,8]],"date-time":"2026-06-08T23:06:37Z","timestamp":1780959997361,"version":"3.54.1"},"reference-count":47,"publisher":"Association for Computing Machinery (ACM)","issue":"1","license":[{"start":{"date-parts":[[2026,1,16]],"date-time":"2026-01-16T00:00:00Z","timestamp":1768521600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"funder":[{"name":"National Science Foundation","award":["1539179, 1703304, 1836813, 2031265, 2100296, 2122950, 2137834, 2137312, 2318257, and 2417014"],"award-info":[{"award-number":["1539179, 1703304, 1836813, 2031265, 2100296, 2122950, 2137834, 2137312, 2318257, and 2417014"]}]}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["ACM Trans. Comput. Educ."],"published-print":{"date-parts":[[2026,3,31]]},"abstract":"<jats:p>\n                    <jats:italic toggle=\"yes\">Objectives<\/jats:italic>\n                    : In calls for excellent and equitable Computer Science (CS) education, the word\n                    <jats:italic toggle=\"yes\">rigor<\/jats:italic>\n                    often appears, but it often goes undefined. The goal of this work is to understand how CS teachers, instructors, and students conceive of rigor.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:italic toggle=\"yes\">Research Questions<\/jats:italic>\n                    : (1) What do CS instructors think rigor is? and (2) What do students think rigor is?\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:italic toggle=\"yes\">Methods<\/jats:italic>\n                    : Using the principles of phenomenological research, we conducted a semi-structured interview study with 10 post-secondary CS students, 10 secondary CS teachers, and 9 post-secondary CS instructors, to understand their conceptions of rigor.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:italic toggle=\"yes\">Results<\/jats:italic>\n                    : Analysis showed that no participants had the same understanding of rigor. We found that participants had abstract\n                    <jats:italic toggle=\"yes\">Principles of Rigor<\/jats:italic>\n                    which included: Precision, Systematic Thought Process, Depth of Understanding, and Challenge. They also had concrete\n                    <jats:italic toggle=\"yes\">Observations of Rigor<\/jats:italic>\n                    that included Time and Effort, Intrinsic Drive, Productive Failure, Struggle, Outcomes, and Gatekeeping. Participants also shared\n                    <jats:italic toggle=\"yes\">Conditions for Rigor<\/jats:italic>\n                    which included Expectations, Standards, Community Support, and Resources.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:italic toggle=\"yes\">Implications<\/jats:italic>\n                    : Our data support prior work that educators are using different definitions of rigor. This implies that each educator holds different expectations for students, without necessarily communicating these expectations to their students. In the best case, this might confuse students; in the worst case, it reinforces hegemonic norms which can lead to gatekeeping which prevents students from fully participating in the CS field. Based on these insights, we argue that to commit to the idea of quality CS learning, the community must discard the use of this concept of rigor to justify student learning and re-imagine alternate benchmarks.\n                  <\/jats:p>","DOI":"10.1145\/3776542","type":"journal-article","created":{"date-parts":[[2025,11,11]],"date-time":"2025-11-11T14:45:41Z","timestamp":1762872341000},"page":"1-25","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":2,"title":["Deconstructing Conceptions of Rigor in Computer Science Education"],"prefix":"10.1145","volume":"26","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7090-7500","authenticated-orcid":false,"given":"Jayne","family":"Everson","sequence":"first","affiliation":[{"name":"Paul G. Allen School of Computer Science &amp; Engineering, University of Washington, Seattle, Washington, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0002-8935-4472","authenticated-orcid":false,"given":"F. Megumi","family":"Kivuva","sequence":"additional","affiliation":[{"name":"University of Washington, Seattle, Washington, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0000-2736-2499","authenticated-orcid":false,"given":"Eman","family":"Sherif","sequence":"additional","affiliation":[{"name":"Paul G. Allen School of Computer Science &amp; Engineering, University of Washington, Seattle, Washington, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2164-365X","authenticated-orcid":false,"given":"Alannah","family":"Oleson","sequence":"additional","affiliation":[{"name":"University of Denver, Denver, Colorado, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7461-4783","authenticated-orcid":false,"given":"Amy J.","family":"Ko","sequence":"additional","affiliation":[{"name":"The Information School, University of Washington, Seattle, Washington, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"320","published-online":{"date-parts":[[2026,1,16]]},"reference":[{"key":"e_1_3_1_2_2","unstructured":"NSF. 2024. Computer Science Is for All Students! - Special Report | NSF - National Science Foundation. Retrieved from https:\/\/www.nsf.gov\/news\/special_reports\/csed\/"},{"key":"e_1_3_1_3_2","unstructured":"CSTA. 2024. K\u201312 Standards. Retrieved from https:\/\/csteachers.org\/k12standards\/"},{"key":"e_1_3_1_4_2","unstructured":"Kapor Center. 2025. Culturally Responsive-Sustaining Computer Science Education: A Framework. Technical Report. Kapor Center. Retrieved from https:\/\/www.kaporcenter.org\/culturally-responsive-sustaining-computer-science-education-a-framework\/"},{"key":"e_1_3_1_5_2","doi-asserted-by":"publisher","DOI":"10.1145\/3364510.3364521"},{"key":"e_1_3_1_6_2","volume-title":"Academically Adrift: Limited Learning on College Campuses","author":"Arum Richard","year":"2011","unstructured":"Richard Arum and Josipa Roksa. 2011. Academically Adrift: Limited Learning on College Campuses. University of Chicago Press, Chicago, IL. Retrieved from http:\/\/ebookcentral.proquest.com\/lib\/washington\/detail.action?docID=648124"},{"key":"e_1_3_1_7_2","doi-asserted-by":"publisher","DOI":"10.22230\/ijepl.2014v9n5a562"},{"key":"e_1_3_1_8_2","doi-asserted-by":"publisher","DOI":"10.1177\/1049732316654870"},{"key":"e_1_3_1_9_2","doi-asserted-by":"publisher","DOI":"10.1177\/016146811812000503"},{"key":"e_1_3_1_10_2","doi-asserted-by":"publisher","DOI":"10.1037\/rev0000209"},{"key":"e_1_3_1_11_2","doi-asserted-by":"publisher","DOI":"10.1080\/00221546.2021.1920825"},{"key":"e_1_3_1_12_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.ijer.2018.10.002"},{"key":"e_1_3_1_13_2","doi-asserted-by":"publisher","DOI":"10.1145\/3059009.3073004"},{"key":"e_1_3_1_14_2","doi-asserted-by":"publisher","DOI":"10.1145\/1047344.1047431"},{"key":"e_1_3_1_15_2","doi-asserted-by":"publisher","DOI":"10.1007\/s10755-012-9246-8"},{"key":"e_1_3_1_16_2","doi-asserted-by":"publisher","DOI":"10.1007\/s10755-014-9308-1"},{"key":"e_1_3_1_17_2","doi-asserted-by":"publisher","DOI":"10.1177\/1609406921995304"},{"key":"e_1_3_1_18_2","doi-asserted-by":"publisher","DOI":"10.1145\/1227310.1227416"},{"key":"e_1_3_1_19_2","doi-asserted-by":"publisher","DOI":"10.1145\/3478431.3499395"},{"key":"e_1_3_1_20_2","unstructured":"Kevin Gannon. 2023. Advice | Why Calls for a \u2018Return to Rigor\u2019 Are Wrong. Retrieved from https:\/\/www.chronicle.com\/article\/why-calls-for-a-return-to-rigor-are-wrongSection: Advice"},{"key":"e_1_3_1_21_2","doi-asserted-by":"publisher","DOI":"10.1145\/1345375.1345409"},{"key":"e_1_3_1_22_2","doi-asserted-by":"publisher","DOI":"10.1145\/1268784.1268832"},{"key":"e_1_3_1_23_2","doi-asserted-by":"publisher","DOI":"10.1145\/2602488"},{"key":"e_1_3_1_24_2","doi-asserted-by":"publisher","DOI":"10.1080\/10508406.2013.802652"},{"issue":"3","key":"e_1_3_1_25_2","first-page":"437","article-title":"Rethinking standpoint epistemology: What is strong objectivity","volume":"36","author":"Harding Sandra","year":"1992","unstructured":"Sandra Harding. 1992. Rethinking standpoint epistemology: What is strong objectivity? The Centennial Review 36, 3 (1992), 437\u2013470. Retrieved from https:\/\/www.jstor.org\/stable\/23739232","journal-title":"The Centennial Review"},{"key":"e_1_3_1_26_2","doi-asserted-by":"publisher","DOI":"10.1145\/1352135.1352233"},{"key":"e_1_3_1_27_2","doi-asserted-by":"publisher","DOI":"10.1145\/2729983"},{"key":"e_1_3_1_28_2","doi-asserted-by":"publisher","DOI":"10.1145\/2602482"},{"key":"e_1_3_1_29_2","unstructured":"Jordynn Jack and Viji Sathy. 2021. Advice | It\u2019s Time to Cancel the Word \u2018Rigor\u2019. Retrieved from https:\/\/www.chronicle.com\/article\/its-time-to-cancel-the-word-rigorSection: Advice"},{"key":"e_1_3_1_30_2","doi-asserted-by":"publisher","DOI":"10.1145\/1978942.1979381"},{"key":"e_1_3_1_31_2","doi-asserted-by":"publisher","DOI":"10.5325\/jasseinsteffe.9.1-2.0049"},{"key":"e_1_3_1_32_2","doi-asserted-by":"publisher","DOI":"10.5325\/jasseinsteffe.8.1-2.0086"},{"key":"e_1_3_1_33_2","doi-asserted-by":"publisher","DOI":"10.1145\/3690651"},{"key":"e_1_3_1_34_2","first-page":"xii","volume-title":"Stuck in the Shallow End: Education, Race, and Computing","author":"Margolis Jane","year":"2010","unstructured":"Jane Margolis. 2010. Stuck in the Shallow End: Education, Race, and Computing (1st. ed.). MIT Press, Cambridge, xii\u2013xii.","edition":"1"},{"key":"e_1_3_1_35_2","doi-asserted-by":"publisher","DOI":"10.1002\/j.2334-4822.2010.tb00602.x"},{"issue":"5","key":"e_1_3_1_36_2","first-page":"1189","article-title":"Enhancing the quality and credibility of qualitative analysis","volume":"34","author":"Patton M. Q.","year":"1999","unstructured":"M. Q. Patton. 1999. Enhancing the quality and credibility of qualitative analysis. Health Services Research 34, 5 Pt 2 (Dec. 1999), 1189\u20131208. Retrieved from https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC1089059\/","journal-title":"Health Services Research"},{"key":"e_1_3_1_37_2","doi-asserted-by":"publisher","DOI":"10.1080\/10508406.2024.2380694"},{"key":"e_1_3_1_38_2","doi-asserted-by":"publisher","DOI":"10.1145\/2839509.2844554"},{"key":"e_1_3_1_39_2","doi-asserted-by":"publisher","DOI":"10.1080\/19378629.2017.1408631"},{"key":"e_1_3_1_40_2","doi-asserted-by":"publisher","DOI":"10.4135\/9781452225548.n9"},{"key":"e_1_3_1_41_2","doi-asserted-by":"publisher","DOI":"10.1353\/wsq.2024.a924321"},{"key":"e_1_3_1_42_2","unstructured":"Norman A. Stahl and James R. King. 2020. Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education 44 1 (2020) 26\u201328."},{"key":"e_1_3_1_43_2","volume-title":"Critical Digital Pedagogy: A Collection","author":"Stommel Jesse","year":"2020","unstructured":"Jesse Stommel, Chris Friend, Sean Michael Morris, Pete Rorabaugh, Howard Rheingold, Audrey Watters, Cathy Davidson, Bonnie Stewart, and Ruha Benjamin. 2020. Critical Digital Pedagogy: A Collection. Hybrid Pedagogy Inc."},{"key":"e_1_3_1_44_2","doi-asserted-by":"publisher","DOI":"10.1145\/126459.126464"},{"key":"e_1_3_1_45_2","unstructured":"Sherry Turkle and Seymour Papert. 1992. Epistemological pluralism and the revaluation of the concrete. Journal of Mathematical Behavior 11 1(Mar. 1992) 3\u201333."},{"key":"e_1_3_1_46_2","doi-asserted-by":"publisher","DOI":"10.1177\/0959353519866058"},{"key":"e_1_3_1_47_2","doi-asserted-by":"publisher","DOI":"10.1177\/0031721715583957"},{"key":"e_1_3_1_48_2","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.17-12-0278"}],"container-title":["ACM Transactions on Computing Education"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3776542","content-type":"application\/pdf","content-version":"vor","intended-application":"syndication"},{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3776542","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,1,16]],"date-time":"2026-01-16T12:30:10Z","timestamp":1768566610000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3776542"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,1,16]]},"references-count":47,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2026,3,31]]}},"alternative-id":["10.1145\/3776542"],"URL":"https:\/\/doi.org\/10.1145\/3776542","relation":{},"ISSN":["1946-6226"],"issn-type":[{"value":"1946-6226","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,1,16]]},"assertion":[{"value":"2024-04-29","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2025-09-26","order":2,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2026-01-16","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}