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			<titleStmt><title level='a'>From superficial to foundational: Integrating cultural relevance into computer science curriculum (poster abstract)</title></titleStmt>
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				<publisher></publisher>
				<date>2023</date>
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				<bibl> 
					<idno type="par_id">10447619</idno>
					<idno type="doi"></idno>
					<title level='j'>NARST</title>
<idno></idno>
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					<author>A. Nolte</author><author>D. Codding</author><author>R. Rolón-Dow</author><author>C. Mouza</author><author>L. Pollock</author>
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			<abstract><ab><![CDATA[Female and racially minoritized groups continue to be underrepresented in computerscience (CS) and STEM careers, despite ongoing efforts to diversify the field. One way to promote thesuccess of minoritized students in CS education is to incorporate culturally relevant pedagogy (CRP)into CS curriculum and instruction. This work explores the ways that teachers integrated CRP in theirlesson plans after participating in CRP-focused professional development (PD) sessions deliveredduring a week-long PD aimed at improving and diversifying CS education. Our analysis of the lessonplans reveals that teachers integrated CRP at levels ranging from superficial to foundational. At thesuperficial level, teachers treated CRP as an “add-on” strategy with minimal relevance to the lessoncontent. At the foundational level, CRP was central to student mastery of core content learning. Thiswork contributes to our understanding about how teachers approach the concept of relevance whenintegrating CRP in CS education. Findings have implications for approaches to PD design that supportteachers in integrating CRP in CS education, as well as other STEM classrooms.]]></ab></abstract>
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