The Cultural Part: How Training Teachers in Culturally Responsive Computing Improves Their Instruction of Girls

• In Event: Seeking Equity and Excellence Through Technology and Computer Science Education

Abstract

This mixed-methods study conducted over a two-year period investigates the effects of professional development (PD) training--with a focus on Culturally Responsive Computing (CRC) on seven high school Computer Science teachers’ instruction of girls. Findings reveal ways teachers’ understanding of CRC led to increased student engagement, knowledge of diverse learning needs, and improved access to cultural resources to meet girls’ needs. The authors discovered positive effects on the teachers’ strategies in the classroom, especially in terms of understanding how students who belong to minoritized groups benefit from instruction that considers their cultural and gender identities.

Authors

• Maha Elsinbawi, California State Department of Education

• Aaminah Norris, California State University - Sacramento

• Maureen Paley, University Enterprises

• Abigail Cohen, California State University - Sacramento

• Eghosa Obaizamomwan Hamilton, University of San Francisco