The Role of Student Characterization in Teachers’ Approaches to Culturally Responsive Computer Science Instruction

• In Event: Equity in Computer Science Education

Abstract

Despite growth in computer science (CS) education, minoritized populations remain underrepresented in the field. Integrating culturally responsive pedagogy (CRP) in CS education is critical to reduce these disparities. In this paper, we investigate how teachers employ student characterizations to support their approaches to CS and CRP integration following participation in professional development (PD) designed to support the integration of CS and CRP in content area instruction. Qualitative interview data were collected from 15 elementary teachers who attended the PD. Findings indicate that teachers referenced academic and demographic student characteristics to support their stances toward CS and CRP integration. Implications are drawn regarding the design of PD programs that help elementary teachers consider student identities when designing culturally responsive CS instruction.

Authors

• Amanda Nolte, University of Delaware

• Rosalie Rolon-Dow, University of Delaware

• Chrystalla Mouza, University of Illinois at Urbana-Champaign

• Lori Pollock, University of Delaware