Culturally Responsive-Sustaining Education in Computer Science: Linking Teachers’ Practice to Student Outcomes

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 2
  In Roundtable Session: Culturally Responsive Approaches to Equity in STEM+CS

Abstract

The Computer Science for All movement has shifted its focus to fostering an equitable learning environment to combat persistent disparities in CS opportunities and outcomes. This study examines how students perceive teachers’ culturally responsive-sustaining education (CR-SE) practices in CS classroom and their relationship with their computational thinking skills. A survey of students in a large urban district examined their perceptions of four CR-SE factors: Learning Environment, Incorporating Family, Pedagogical Practices, and Instructional Practices. Students experiencing stronger CR-SE implementation in Learning Environment and Instructional Practices obtained significantly higher CT scores on an assessment, with consistent patterns across subgroups. Findings suggest that incorporating teachers’ CR-SE practices in the classroom serves as a potential strategy for improving students’ outcomes in CS education.

Authors

• Xia Li, Research Alliance for New York City Schools

• Cheri Fancsali, Research Alliance for New York City Schools

• Kathryn Hill, Research Alliance for New York City Schools

• Alexandra Adair, The College Board