Black and Latine High School Students’ Reflections on Meaningful and Inclusive CS Teaching

• In Event: Voices of Change: Black and Latine Students’ Perspectives on Equitable Computer Science Education

Abstract

The computer science (CS) field’s attention is on the persisting inequities that continue to impact historically underrepresented students (Margolis, 2017). With a focus on the need to make computing education more inclusive and culturally responsive (Eglash et al., 2013), teacher preparation programs and curriculum and instruction approaches are constantly being adapted to improve students’ experiences. However, students’ voices are rarely included in scholarly conversations. As more high schools offer CS courses nationwide, we turn our focus to the experiences of Black and Latine high school students in introductory CS courses.

Drawing from critical pedagogy (Freire, 1970), this study recognizes the impact of oppressive systems on the educational opportunities and experiences of historically marginalized students. The elements of culturally responsive pedagogy (Gay, 2018) serve as a critical lens through which we examine the teaching and learning approaches in CS high school classes, as experienced by Black and Latine students.

Qualitative coding (Saldaña, 2021) was applied by the first and second authors, who co-coded interviews until reaching intercoder reliability. The authors then coded the remaining interviews separately and discussed emerging findings. The first author completed a second round of coding, focusing on the pedagogical aspects discussed in specific parts of the interview. The codes were organized into categories, which led to the themes described in the findings. All three authors collaborated and met regularly to discuss the research.

The data comes from interviews with 15 Black and Latine self-identified students who were interviewed twice in the 2022-2023 school year. In this study, we explored the students’ reflections on their CS learning experiences at the end of the school year, paying special attention to their views on CS pedagogy as they answered the following questions: What did your teacher do that was helpful for your learning? What advice would you give teachers about how to make CS meaningful and engaging? What are things teachers could do to support students' sense of belonging in the classroom? What are specific things teachers should keep in mind to support positive relationships with their students?

Our findings are organized around the aforementioned questions. Themes on teaching practices that were perceived as helpful for students revealed what students value as they engage in CS content learning, as well as receiving encouragement and motivation, and examples of equity and inclusion led by their teachers. Students’ perspectives on how to make CS meaningful and engaging focused on fostering connections between CS content and students’ lives, as well as student agency. To support students' sense of belonging in the classroom, students emphasized the importance of engaging with students as equals, peer collaboration, and promoting diversity in the classroom. Lastly, for positive teacher-student relationships, students found it imperative that teachers attend to students’ individual needs and maintain open communication.

Focusing on Black and Latine students’ experiences and perspectives, this study contributes to current efforts for equity and broadening participation in CS education. Students’ perspectives on pedagogy are crucial as CS researchers and educators work towards just education renewal.

Authors

• Raisa Blazquez, Illinois Workforce and Education Research Collaborative

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

• Wei Wei, University of California - Los Angeles