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I think the metaphor holds. It is clear that racial segregation continues in many areas even if it is implicit. However, in schools, educators are trying to eliminate the gap so that all kids are provided the same quality education that they deserve. The swimming case is just the after effect of all those years' injustices and now it may have created a bad habit that people of color might stay away from swimming. It is good, though, to see that there are efforts to widen the swimming training efforts for all low-income communities. (Thinking in retrospect, I realized when I took my 4-yo to a local recreation center for swimming training twice in the last two years that I did not see a kid of color in any of her classes. It seems like there are still areas for improvement.)

The statistics in the book are a bit old right now. I wonder if there are any changes right now.

While doing some research on the topic, I came up with these websites. It's good that there are efforts to close the gap of representation in CS for females, low-income people and African American people.
https://www.smash.org/how-smash-works/
https://www.aspirations.org/
https://girlswhocode.com/
https://www.blackgirlscode.com/

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Unfortunately, the metaphor continues to holds/exist today because the lack of exposure to computer sciences as well as assuming African Americans and/or Hispanics and women are not interested.  There have been some changes in the school systems by offering STEM or STEAM programs. Our school system has offered summer camps and other programs to expose all boys and girls at an early age to science, technology, engineering and mathematics. We also have a program where the 2nd grader are scheduled to go to the YMCA to learn how to swim. The purpose was to reduce the number of children who drown. Even though we are moving towards the right direction, we still have a long way to go.

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I believe racial disparities in computer science is evident and we should be studying structural details ,beliefs system, and psychological aspects that influence the true aspects and access to technology. Aherrin

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I believe racial disparities in computer science is evident and we should be studying structural details ,beliefs system, and psychological aspects that influence the true aspects and access to technology. Aherrin

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I believe that the metaphor holds. There is this belief that computer science is a field only for men. I also believe that there is a thought that computer science is also only for wealthier people, just like swimming. Schools need money to implement these programs and in some places it is not available.

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I never learned to swim. My parents never went anywhere for me to learn. Our county had two pools when I was young. You had to have a membership to attend both. We didn't. We didn't live near a river, pond, lake, etc. for me to learn either. Our school district does not have a swim team. We only have one high school in our district. There are some close-by schools that do, but none in our county. Quick stats for Floyd: grades 8-12; students: 840; minority enrollment 8%; diversity score 0.15. I feel to compare my district to the districts in the book would not be equivalent because the statistics aren't close.

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The metaphor holds true. It is unfortunate that some of the same thoughts and situations that played a role in writing this book over a decade ago are still prevalent today. I do think minorities are stuck in the shallow in a lot of areas. Math and science has always been an interest to me starting in my early school years. I recall being the only student of color in the summer math and science programs offered through my school district.

In the start of my teaching care, I taught math in a low-income/low resource school where many students of color never left their neighborhoods. I recall having to teach things such as different types of camping gear to explain the math word problem. Some parents stated that their student was not going to do well in math and science because they did not. I had to constantly remind my students that their academic capabilities were not hereditary and that they could do anything they set their minds to.

My thoughts are that we still have a long way to go to leveling the opportunities offered to all students. I will be interested in the diversity of this new computer science foundations course  being brought to my district that I will be teaching this school year.

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Yes, the metaphor holds, even in rural Virginia.  I have had the opportunity to serve several different school districts in the regional Governor’s School program. These districts send their best and brightest students, and there are distinct differences in the levels of preparedness of the students for Governor’s School classes by district, especially those districts with higher percentages of students with lower socioeconomic backgrounds.  I took the time to look at the VA School Quality Profiles for these districts, and what struck me was not so much the between-district differences so much as the HUGE achievement gap between people of color and white students in ALL tested academic disciplines.  Much work must be done to get students of color out of the shallow end.

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The metaphor holds true. It is unfortunate that some of the same thoughts and situations that played a role in writing this book over a decade ago are still prevalent today. I do think minorities are stuck in the shallow in a lot of areas. Math and science has always been an interest to me starting in my early school years. I recall being the only student of color in the summer math and science programs offered through my school district.
 In the start of my teaching care, I taught math in a low-income/low resource school where many students of color never left their neighborhoods. I recall having to teach things such as different types of camping gear to explain the math word problem. Some parents stated that their student was not going to do well in math and science because they did not. I had to constantly remind my students that their academic capabilities were not hereditary and that they could do anything they set their minds to. 
My thoughts are that we still have a long way to go to leveling the opportunities offered to all students. I will be interested in the diversity of this new computer science foundations course  being brought to my district that I will be teaching this school year.

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The metaphor does help the reader to see how the disparities can happen and continue. Hopefully since computers have not been around as long as pools and there is a big push to reach more students through STEM activities, we can break this cycle soon.

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Shruti:when it comes to swimming, you have to have someone show you what to do.  In most cases, people will take some sort of lessons whether they are formal lessons, or their parents are teaching them.  If no one shows them how to tread water for example, going into the deep end of the pool is going to be hard.  If your instructor assumes that you will never ever be capable of treading water and going into deeper sections of the pool, without consulting you, or making it clear that this is a possibility for all, you will stay stuck in the shallow end.

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Shruti:when it comes to swimming, you have to have someone show you what to do.  In most cases, people will take some sort of lessons whether they are formal lessons, or their parents are teaching them.  If no one shows them how to tread water for example, going into the deep end of the pool is going to be hard.  If your instructor assumes that you will never ever be capable of treading water and going into deeper sections of the pool, without consulting you, or making it clear that this is a possibility for all, you will stay stuck in the shallow end.

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Under representation of students in computer science. What do we do with gathered information in order to provide successful learning for all students. Provide and need support of all district leaders, principals and teachers. Aherrin

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Under representation of students in computer science. What do we do with gathered information in order to provide successful learning for all students. Provide and need support of all district leaders, principals and teachers. Aherrin

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East River reminds me of my school, or specifically my classroom.  I try and give every student in my classes no matter what the subject, lessons on how to do many

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East River reminds me of my school, or specifically my classroom.  I try and give every student in my classes no matter what the subject, lessons on how to do many