Data Science in K-12 Social Studies: Censoring Teacher Voice

• In Event: Data Science Education: Re-Envisioning for 21st Century Teaching, Learning, and Research

Abstract

There is a need for K-12 curricula that prepares students to engage with data science(DS) practices—enabling them to innovate the field and participate in occupational opportunities(Cao, 2017;McFarland et al., 2021). DS supports STEM learning through epistemic practices such as collecting, organizing and analyzing complex data(Weintrop et al., 2015). These possibilities have also been reported in social studies learning where inquiry is a salient way to engage(Matuk et al., 2022). To reach the full breadth of achievement possibilities, scholars emphasize that DS education should help students recognize its sociopolitical dimensions—including how ideologies shape data(Lee et al., 2021). However, K-12 educators often face significant sociopolitical pressures from their communities and schools—where curricular censorship and community opposition can limit the implementation of meaningful instruction. This stance suggests that DS exists in tension with, rather than in service of, the community where there is vast heterogeneity in social and cultural values, priorities and needs. These challenges highlight the need to understand better how teachers navigate sociopolitical realities when integrating DS and how they can be supported in their teaching.

To address this, we examine how a middle school social studies teacher, Sam, uses data science to navigate the sociopolitical realities of her school community and how these dynamics influence her efforts to integrate data science through computational thinking(CT) practices in her classroom. This case study is drawn from a large professional development(PD) initiative designed to support humanities teachers in integrating CT into their instruction. The qualitative data analysis consisted of six interviews: one pre-interview, three conducted during the PD, one after the PD but before implementation, and one after implementation.

Two overarching themes emerged from the analysis: (1) Motivation and Value of CT, and (2) Navigating the Sociopolitical Landscape of Schooling. Sam viewed integrating CT into social studies as a way to address dissatisfaction and disillusionment with her teaching, particularly due to perceived misalignments between her goals and those of school administration, as well as challenges with students and parents. Despite, she expressed hope for her students’ growth and highlighted CT’s potential as a meaningful learning tool. She valued reflective practice, constantly reassessing her teaching to engage students beyond surface-level understanding, and aimed to plan lessons that authentically integrated CT with proper scaffolding. Sam also described how social studies and education had become increasingly politicized, especially in response to parents’ criticism and controlling demands. This tension became evident when she implemented a lesson using COVID-19 data visualizations to teach students about misleading representations and the political dimensions of data. This led to parental disapproval, which escalated conflict with the school and further highlighted the sociopolitical pressures teachers face, as well as the lack of support they often experience within their schools.

This study is significant because it reveals how sociopolitical tensions in communities and a lack of support hinder teachers’ efforts to integrate CT into their disciplines in ways that enable meaningful DS practices. We highlight these challenges and emphasize the need for more strategic support to help K-12 teachers implement equitable and critical DS practices.

Authors

• Hyein Jee, Michigan State University

• Anne Drew Hu, Michigan State University

• Aman Yadav, Michigan State University