Broadening Participation in Computing Through Cultivating Professional Growth in Teachers of Color

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Decolonizing Teacher Education: Cultivating Professional Growth, Culturally Relevant Pedagogy, and Racial Equity in Education (Table 11)

Abstract

There is a lack of focus on elementary teachers’ experiences teaching computer science (CS), especially those of teachers of color. This study stands at the intersections of Black/African American teachers teaching at an elementary school with a majority of historically underrepresented students (Black/African Americans and Hispanic/Latinx). Using a basic qualitative approach with constant comparative analysis, this study revealed important insights regarding the professional growth manifested by six teachers of color over the course of computer science professional development and classroom implementation. Data analysis suggested that teachers demonstrated professional growth in multiple domains. Areas for improvement were also identified. This paper discussed the important implementations of fostering professional growth in teachers of color for broadening minoritized students’ participation in computing.

Authors

• Feiya Luo, University of Alabama

• Fatema Nasrin, University of Alabama

• Idowu David Awoyemi, University of Alabama