Efforts to broaden participation in computing address how systemic school structures, educator preparation, and curriculum can provide inclusive learning spaces for all students. The emerging multiplicity of scholarship in computer science (CS) education forwards diverse voices, perspectives, and positionalities, and together, provide a rich set of evidence-based narratives that can transform K-12 policies and practices. The four projects featured in this panel bring together CS education efforts with varying methodologies focused on equity-oriented pedagogies and learning for all youth across the US. This panel will focus not only on sharing the multi-pronged efforts of the featured projects, but also on developing a shared vision among participants and panelists for what equity" can and should be in the future of both SIGCSE and CS education as we celebrate SIGCSE's 50th anniversary. By highlighting the work of projects rather than individuals in this panel, audience members will have the opportunity to learn about how collaborative efforts create and examine contexts for equity in CS education across diverse stakeholders, while also providing a richer base for constructing visions of equity that go beyond mere platitudes, toward action items for broadening participation in computing.
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Teaching in an open village: a case study on culturally responsive computing in compulsory education
ABSTRACT
Background: As teachers work to broaden the participation of racially and ethnically underrepresented groups in computer science (CS), culturally responsive computing (CRC) becomes more pertinent to formal settings.
Objective: Yet, equity-oriented literature offers limited guidance for developing deep forms of CRC in the classroom. In response, we support the claim that “it takes a village” to develop equity-oriented CS education but additively highlight the roles of cultural experts in the process.
Methods: We use a case study methodology to explore one instance of this: a collaboration between a multi-racial team of researchers, a Black cosmetologist, and a White technology teacher.
Findings: Three themes supported the CRC collaboration: multi-directional relationship building, iterative engagement with culture-computing, and collaborative implementation of a hybrid lesson.
Implications: As opposed to orienting broadening participation around extractive metaphors like “pipelines,” our case study constructs the metaphor of an “open village” to orient CS education toward collaborations between schools and the communities they serve.
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- Award ID(s):
- 1930072
- NSF-PAR ID:
- 10284461
- Date Published:
- Journal Name:
- Computer Science Education
- ISSN:
- 0899-3408
- Page Range / eLocation ID:
- 1 to 27
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/08993408.2021.1874228
