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Leveling the Coding Field: Culturally Relevant Computer Science in the Summer Math and Science Honors (SMASH) Academy

Sun, April 30, 4:05 to 5:35pm, Henry B. Gonzalez Convention Center, Floor: River Level, Room 6D

Abstract

Purpose and Objectives

Despite growing racial diversity nationwide, the computing industry continues to be largely white and male (Gilpin, 2015; Passell et al., 2012), with African-Americans and Latinos severely underrepresented relative to their proportion of the population. This exclusion from the fastest-growing occupations can have negative effects on African American and Latino students and their communities. Thus, research examining engaging, rigorous computer science interventions is crucial for transforming underserved communities.

Hence, this study investigates the pedagogy of a culturally relevant CS intervention program within the Summer Math and Science Honors Academy (SMASH), a 5-week, 3-summer STEM and CS program serving predominantly low-income underrepresented high school students of color across multiple sites in California. Students are exposed to rigorous culturally responsive CS coursework, CS role models and peers of color, and activities examining issues of race, gender, and social justice within computing. This study examines SMASH CS instructional practices and their impact on underrepresented high school students.

Theoretical Framework

This research utilizes the theoretical frameworks of culturally relevant pedagogy (Hammond, 2013; Ladson-Billings, 2009) and culturally responsive computing (Garcia et. al., 2015; Goode & Margolis, 2011; Miller, 2016; Scott et. al, 2014) and aims to build upon and inform the practical tenets of culturally relevant CS. This study examines strategies for broadening participation in CS, including addressing issues of access and structural barriers (Margolis et. al., 2008; Martin et. al., 2015) and reducing social and psychological barriers (Carter, 2006; Cheryan et. al., 2011, 2013) in order to inform programmatic, theoretical, and pedagogical considerations.

Methodology and Data Sources

The 225 high school SMASH participants were all members of groups underrepresented in computing: Latino (54%), African-American (34%), and Southeast Asian/Other (12%). Forty-nine percent of students were female, 81% were low-income, and 75% will be first-in-family to complete a college degree. Twelve teachers taught computer science courses across four different program sites during the 5-week summer program. Each teacher participated in a week-long professional development course prior to the program, where they learned about equity, critical and culturally relevant pedagogy, and how to integrate culturally relevant practices throughout the computer science course and teach computing concepts through a culturally relevant lens. The teaching practices and implementation of culturally relevant computing were examined by a team of researchers through classroom observations and student surveys/focus groups across the four sites.

Conclusions

Findings revealed that culturally relevant computer science pedagogy was demonstrated within this summer program and with this cohort of instructors through the following practice-based examples:

Table 1. SMASH Culturally Relevant Computer Science in Practice

(Table 1 here)

Significance

These findings demonstrate the application of a theoretical framework (culturally relevant pedagogy) to the practice of teaching CS to underrepresented students. This study contributes to scholarship on enhancing engagement, preparation, participation, and persistence in computing for underrepresented students through the practice of culturally relevant teaching of CS concepts and curriculum. These strategies are important contributions to the field’s understanding of how to improve outcomes for all students in computing and to ensure that CS instruction addresses inclusion, diversity, culture, and equity.

Authors