From Professional Development to Pedagogy: An Examination of Computer Science Teachers' Culturally Responsive Instructional Practices

• In Event: Technology's Role in Culturally Responsive Instruction and Antiracism

Abstract

The field of computer science continues to lack diverse representation from women and minoritized individuals. One way to address the discrepancies in representation is through systematic changes in computer science education from a young age. Pedagogical and instructional changes need to promote meaningful and equitable learning that engage students through rigorous and inclusive curricula. As a response, we developed an equity focused professional development program for teachers that promotes culturally responsive pedagogy in the context of computer science education. This paper focuses on how teachers conceptualize and plan to integrate culturally responsive pedagogy in the context of their classrooms. Findings suggest that teachers consistently plan to implement a wide range of culturally responsive instructional and pedagogical practices into their classrooms.

Authors

• Bataul Alkhateeb, University of Delaware

• Diane Codding, Northwestern University

• Chrystalla Mouza, University of Delaware

• Lori Pollock, University of Delaware