An Examination of K-8 Educator Discourse Surrounding Student Competence in a Computer Science Professional Learning Context

• In Event: Empowering Educators for Equitable & Integrated Computer Science Learning: Innovations in PD

Abstract

This study investigates K-8 educators’ discourses within a professional learning context focused on culturally responsive computer science (CS) education and computational thinking (CT) practices. Utilizing a Critical Discourse Analysis (CDA) framework, we conducted a content analysis on video- and audio-recorded discussions that took place during learning sessions to examine how educators’ language may reflect and potentially reproduce limiting narratives about competence in CS. Preliminary findings suggest that educators often drew on discourses of ability hierarchy to position students as capable or limited in CS. By interrogating how dominant discourses manifest in professional learning contexts, this study contributes to broader efforts to disrupt historical inequitable STEM education practices and foster inclusive environments where all students are recognized as capable learners.

Authors

• Amy Maples, University of Tennessee

• Chulin Chen, University of Tennessee

• Lynn L. Hodge, University of Tennessee