Increasing Access to Computer Science for Students by Increasing Access for Teachers (Poster 8)

• In Event: Moving Toward Just and Equitable Access to Computing Education

Abstract

Problem: A major barrier to access to computing education for K-12 students in the US is the lack of CS teachers. This problem is particularly prevalent in rural settings, where classes are small, teachers must teach a wide variety of courses, and access to technology is often limited (Lai & Widmar, 2021). Disparities in access are exacerbated for students with intersectional identities, such as rural students from widely-recognized underrepresented groups (i.e. Black, Latinx) (Warner et al., 2021). At the same time, many states are attempting to increase access by requiring high quality CS courses be offered in all high schools, even those in rural settings. Universities in these states are developing endorsement programs to prepare teachers, but getting teachers to participate is a challenge, given geographic, time, and financial constraints.

Research Question: This poster will address the research question, “Why do teachers participate in CS teacher preparation programs in rural states?”

Data & Analysis: The poster draws on reflections written by teachers participating in university-based CS teacher preparation programs in two states with substantial rural populations, and on focus groups with teachers in one of the programs, using thematic analysis to understand the teachers’ motivations.

Findings: A major area of motivation to learn to teach CS is financial. Teachers identified their ability to move up the pay scale following graduate study as a reason to participate, and were also enticed by scholarships. Multiple teachers agreed that a program which paid university tuition and fees represented “a free pay raise.” Teachers also identified benefits to their students as a motivating factor to sign up. This varied from those who recognize students are already interested and programming to those who feel that computer science represents an important 21st century workforce skill. Some teachers were “voluntold” to participate rather than having any interest. In some of the cases of low initial interest, teachers become more engaged as they learn. As one teacher commented, “Now my wheels are spinning. I was here only for the 10 free credit hours, but now I’m excited.”

Implications: Understanding what motivates teachers to expand their expertise into computing education can inform efforts to increase participation in CS teacher preparation in other settings, such as other rural states. It can provide insight into the necessary supports for teacher participation in this critical area.

Author

• Michelle Friend, University of Nebraska - Omaha