Engaging Equity Pedagogies in Computer Science Learning Environments

Abstract

In this position paper, we advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms. We provide an overview of the theoretical underpinnings of various equity pedagogies (Banks & Banks, 1995), such as culturally relevant pedagogy (Ladson-Billings, 1995, 2006) and share how they have been utilized in CS classrooms. First, we provide a brief history of CS education and issues of equity within public schools in the United States. In sharing our definition of equity, along with our rationale for how and why these strategies can be taken up in computer science (CS) learning environments, we demonstrate how researchers and educators can shift the focus from access and achievement to social justice. After explaining the differences between the relevant theoretical frameworks, we provide practical examples from research of how both practitioners and researchers might use and/or examine equity-focused teaching practices. Resources for further learning are also included.

Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead

“…to operationalize inclusive computing pedagogy (Israel et al, 2017;Kapor Center, 2021;Madkins et al, 2020; National Center for Women & Information Technology, 2021b). In the chart below, we provide examples of inclusive computing pedagogies in the classroom.…”

We Tell These Stories to Survive: Towards Abolition in Computer Science Education

“…However, as we see in the U.S. and globally, much of STEM (science, technology, engineering, and math) education's curriculum in public schools is funded, and thus shaped by, the military, government, and industry. CS education's "need" to expand, via initiatives that bring access to computing for all (Madkins et al, 2020), masks its role in exploiting minoritized communities for land, labour, and resources (Parikh & Sabie, 2021). This leaves notions of "diversity" masked behind politics of representation, where "equity" initiatives are utilized primarily to increase the labour force (Vossoughi & Vakil, 2018;Sengupta-Irving & Vossoughi, 2019).…”

“…Equity pedagogies can be positioned as part of a call to deprioritize the white and male epistemologies that dominate computer science education (Rodriguez & Lehman, 2017). They instead focus on identity development and personal connections to technology, and position minoritized students as creative agents/change agents (Madkins et al, 2020). Equity pedagogies can be strategic in moving towards joyful learning for students in CS education.…”

Introduction to the Special Theme on Responding to Anti-Blackness in Science, Mathematics, Technology and STEM Education

“…They are felt in the under-representation of Black students in STEM fields (Morton et al, 2019 ; Riegle-Crumb et al, 2019 ). They are also felt in technology-related STEM fields such as computer science education, where anti-Blackness manifests through persistent opportunity gaps for Black students with respect to a lack of access to technology and advanced courses (Madkins et al, 2020 ).…”