Translating Research Into Inspiration: How a Graphic Novel Can Support Student Dialogue and Agency

• In Event: Transforming Computer Science Classrooms for Social Justice: Developing an Equity Ecosystem in an Urban District

Abstract

Theoretical background
The “CS for All” Movement seeks to prepare all students for technology careers and civic participation in response to the underrepresentation of young women, people of color, and low-income communities in computing fields (e.g., NCWIT 2022) and documentation of systemic inequality in access to computing education (Margolis et al., 2007/2017). However, simply introducing programming into schools is not enough. Research elevating the voices of Black and Brown students in low-income schools highlights that students are sick of programming for programming’s sake, and that their engagement increases when learning computing contextualized in the sociopolitical world that it both influences and is influenced by (Ryoo et al., 2020; Ryoo et al., 2021).
While new curricula, professional development, and out-of-school programs seek to address what students have articulated by centering culturally responsive-sustaining approaches that connect to issues of power, ethics, and social responsibility (e.g., Exploring Computer Science, Girls Who Code, etc.), American CS educators are not all convinced. For example, 39% of teachers do not see the importance of covering computing’s role in perpetuating racism, sexism, and other inequities (Koshy et al., 2021). This is partially because computer science has perpetuated the myth that computer scientists are neutral parties and not responsible for what people do with technology (despite programmers’ personal values shaping how they think and design (Fiesler, 2018; Banks & Lachney, 2018, Benjamin, 2019)).
Responding to AERA 2024’s call to action, this proposal describes a graphic novel (name removed for anonymous review) that was designed to encourage culturally responsive-sustaining computing pedagogies by motivating conversation and activism around current issues of underrepresentation, equity, and ethics in tech (e.g., Margolis et al., 2007/2018; Benjamin, 2019; Noble, 2018; O’Neill, 2016/17; etc.).

Findings/Significance
This graphic novel was created in collaboration with youth. Key research studies related to CS underrepresentation, ethics and social responsibility, and inequity perpetuated by technology were translated through a story of high school students experiencing these issues first-hand. Teenagers provided input and guidance on every book draft, and leading education researchers and educators also offered input. A team of equity fellows of a national teachers’ organization created an educator resource guide to accompany the book.
As schools and informal programs nationwide picked up the book to use with students, the author team collected surveys and interviews with book-users for their input on purpose, value, and use. Overall, book-users agree that this tool had a positive impact on the depth of conversations and ultimate learning in their different contexts. This presentation will describe these positive experiences, as well as the challenges to using this tool, emphasizing practical considerations for creating and utilizing graphic novels. Details about how to partner with youth and educators to create resources like the graphic novel will also be shared.
This project is at the forefront of putting research into the hands of teachers and students toward encouraging critical thinking and social activism. While imperfect, graphic novels such as these have the potential to change the way educators engage with community.

Author

• Jean J. Ryoo, University of California - Los Angeles