Are Computer Science (CS) Teachers Equipped to Provide Equitable CS Education?

• In Event: Identifying and Meeting the Needs of the Expanding Computer Science Teaching Force

Abstract

Objectives
Despite the increasing ubiquity of technology in our lives, students in U.S. schools continue to lack access to computer science (CS) courses. Of particular concern is the persistent lack of equitable access to CS education, where low-income students, students of color, and rural students are significantly less likely to have access to CS courses (Code.org et al., 2021; Participant, yeard) and significant obstacles exist in the pedagogy, curriculum, classroom culture, and instructional practices in CS classrooms (Kapor Center, 2021; Participant, yeare). Given the current context of anti-CRT policies and challenges to equity in education, we analyze perspectives and practices of K-12 CS teachers, specifically: (1) What perspectives do CS teachers hold about culturally responsive CS education? (2) How well equipped are CS teachers to implement culturally responsive practices, and (3) What challenges do CS teachers identify in implementing culturally responsive CS education?

Perspectives and Framework
This research is informed by the Culturally Responsive-Sustaining CS (CRCS) Framework, which builds upon decades of theory and research on culturally relevant and responsive pedagogy across disciplines, articulates a definition of CRCS, and identifies six core components of culturally responsive-sustaining CS education (Kapor Center, 2021).

Data
Data were collected through a national survey of 3,693 PreK-12 computer science teachers, administered by the Computer Science Teachers Association (CSTA) and the Kapor Center in 2020. Teachers were recruited to participate through multiple channels including member and partner emails, blog posts, targeted social media, and newsletters. The 63-item survey contained seven sections incorporating demographics, perspectives on curriculum, pedagogy and preparation, and perceptions of culturally responsive pedagogy. Additional data collected in summer 2022 will allow for comparative analyses.

Methods
Quantitative analyses were conducted through descriptive analyses of demographic data and frequency analyses of items scored on a 5-point Likert scale. Qualitative analyses were conducted using MAXQDA software, by coding and sorting open-ended responses into numerical categories to produce frequency reports based on themes. Additional quantitative and qualitative analyses will be conducted to examine changes in perspectives from 2020 to 2022.

Results
Quantitative results reveal that 40% of CS teachers did not believe in the importance of covering topics of racism/sexism/disparities in CS classrooms; 57% of CS teachers felt equipped to implement culturally responsive teaching practices; and 72% felt confident teaching students from diverse backgrounds. Qualitative data revealed a variety of challenges to teaching equitable computer science, including the lack of curricular resources, professional development, and beliefs about the causes of inequity in CS (e.g., deficit-framed). Additional analyses will provide insights into the impact of current sociopolitical contexts on CS teacher attitudes.

Significance
The lack of diversity among the CS teacher workforce, coupled with the lack of interest, familiarity, confidence, and ability to incorporate culturally responsive curriculum and pedagogy in CS classrooms presents a significant challenge. Comprehensive policies, practices, and investments are needed to develop a diverse teacher workforce, culturally responsive curricular materials, and teacher preparation and professional development programs that effectively prepare CS teachers to teach equitable CS.

Author

• Allison Scott, Kapor Center for Social Impact
  Presenting Author