Centering Equity and Computational Thinking in a Statewide STEM Community of Practice

• In Event: Centering Equity in STEM Education

Abstract

Computer science remains a highly segregated field, in spite of transformative political initiatives (Smith, 2016). Alternatively, Computational Thinking can be used to promote equity in TK-12 spaces (Shah & Yadav, 2023). So four university faculty and professional development experts developed a statewide community of practice to foster critical spaces that re-envision STEM educator approaches to equity through the integration of Computational Thinking. To operational define equity within the classroom, we offered three tiered approaches: 1) equitable access, 2) inclusion and 3) Rightful Presence (Calebrese Barton & Tan, 2020). The CoP outcomes highlight the need for equity-centered community spaces for educators to collaboratively learn. The outcomes also demonstrate how our CT for equity framework (CT-eaiRP) promotes teacher efficacy around computing and equity.

Authors

• Imelda Nava-Landeros, University of California - Los Angeles

• Richard B. Zapien, University of California - Berkeley

• Zachary Cue, California Science Project

• Justin Betzelberger, University of California - Los Angeles