Teacher Attitudes, Beliefs, and Implementation of Culturally Responsive-Sustaining Education Practices in Computer Science Education

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

Abstract

Purpose and Theoretical Framing
This presentation will describe findings from an evaluation of equity work conducted as part of a larger CS for all initiative, described in the first two presentations. We studied the initiative’s professional development (PD) offerings, which centered social identity and social equity in CS education, making CS a subject where teachers and students can advance equitable outcomes and products that will support their communities. The PD drew upon the foundational scholarship of Ladson-Billings (1995, 2014, culturally relevant pedagogy), Paris (2012, culturally sustaining pedagogy), and Gay (2018, culturally responsive teaching) as well as the NY State’s culturally responsive-sustaining education framework (2019), the work of Madkins, Howard, and Freed (2020); and the Kapor Center’s Culturally Responsive-Sustaining Computer Science Education framework. The Kapor Framework includes six components: 1) acknowledging racism in CS and enacting anti-racist practices; (2) creating inclusive and equitable classroom cultures; (3) implementing rigorous pedagogies and curriculum that encourage sociopolitical critiques; (4) prioritizing student voice, agency and self-determination; (5) incorporating family and community cultural assets into classrooms; and (6) having a diverse set of professional role models expose students to a range of CS and tech careers. The goal of the professional learning curriculum is to increase teacher knowledge and use of CR-SE pedagogies, and deepen teachers’ CR-SE practices to address systemic challenges in CS education.

Approach and Findings
As part of the evaluation, we administered a teacher survey and included questions related to the implementation of CR-SE practices in CS classrooms, teachers’ attitudes and beliefs about CR-SE, teachers’ implementation of CR-SE practices in CS instruction, and the challenges teachers face when implementing CR-SE practices in the classroom.

Encouragingly, a majority of teachers found CR-SE practices to be important in CS instruction. Teachers also reported challenges related to time, resources, and capacity limitations. We also found that among a minority of CS teachers there is still some reluctance to address issues related to racism, sexism, and other inequities. Further, we found that there can be a tension between providing high-quality CS instruction and implementing CR-SE practices. Some teachers may see the two as mutually exclusive, while others may struggle with the implementation of these practices. We were able to further explore variations in teacher implementation of CR-SE practices in CS instruction by teacher and school characteristics.

We also conducted observations, teacher interviews, and student focus groups in classrooms of teachers who participated in the PD and used the graphic novel. Students were generally excited about the book and liked learning from a graphic novel. Further, teachers noted the book worked well as a conversation starter on larger issues of equity in CS. For example, several teachers reported not using the entire novel, but choosing specific chapters to introduce topics like AI bias.

Significance
This work contributes to a better understanding of district efforts to advance equity and social justice in CS education, and the strategies and challenges that can support or hinder the implementation of CR-SE practices in CS instruction.

Authors

• June Mark, Education Development Center, Inc.

• Cheri Fancsali, Research Alliance for New York City Schools

• Janice Lee, Research Alliance for New York City Schools

• Edgar Rivera-Cash, New York University

• Kathryn Hill, Research Alliance for New York City Schools

• Xia Li, Research Alliance for New York City Schools

• Rishika Jain, New York University