Beyond Access and Opportunity in CS: Developing Measures of Culturally Responsive-Sustaining Education Implementation in CS Courses

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Computer Science Education approaches and techniques in context

Abstract

This paper describes the development and psychometric evaluation of parallel student and teacher instruments designed to measure Culturally Responsive-Sustaining Education (CR-SE) practices in computer science (CS) classrooms. We outline the steps taken to create and validate the instruments, including developing a theoretical framework, creating survey items , and conducting pilot- and field-tests. To assess the psychometric properties of the instruments, we employed exploratory and confirmatory factor analyses, and calculated Cronbach’s alpha. Findings suggest that our final instruments demonstrate promising psychometric properties and are suitable measures of CR-SE in CS. Our findings also offer valuable insights into the differences between student and teacher perspectives, contributing to a more nuanced understanding of how CR-SE manifests in CS classes.

Authors

• Alexandra Adair, The College Board

• Cheri Fancsali, Research Alliance for New York City Schools

• Kathryn Hill, New York University