Rac(e)ing to computer science for all: how teachers talk and learn about equity in professional development

Goode, Joanna; Ivey, Allison; Johnson, Stephany RunningHawk; Ryoo, Jean J.; Ong, Christine

doi:10.1080/08993408.2020.1804772

Cited by 29 publications

(7 citation statements)

References 34 publications

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“…If, for example, the content and artifacts that lecturers use when teaching present male students are superior to female students, as has been shown in a number of studies, female students would begin to accept it as true; and they would lose confidence, leading to their low levels of interaction during lessons. Goode et al (2020) established that content that stereotypes men and boys as technically oriented, and women and girls as not, is one of the reasons for the perpetuation of gender differences in levels of participation and interaction in university classrooms. According to Fortsch et al (2020), content-and artifactbased stereotypes in university learning materials have deep social and cultural roots that have a significant influence on how male and female students rate their skills and knowledge, and thus on the extent to which they would be comfortable when participating actively during lessons.…”

Section: Discussionmentioning

confidence: 99%

“…Content in textbooks and artifacts in science and technology that are used for learning in universities has been found to have a significant effect on the gender-interaction levels of male and female students in universities (Witt & Hofmeister, 2015). Goode et al (2020) aver that content that stereotypes men and boys as technically oriented, and women and girls as not, has for a long time been one of the reasons for the perpetuation of gender differences in the levels of interaction of students in university classrooms. Fortsch and Gartig (2020) also found that gender stereotypes, stereotype threats and gender roles, as shown in textbooks, technology artifacts and other learning materials contribute significantly to the differences in the levels of participation in class by male and female students.…”

Section: Learning Content and Artifacts As Determinants Of Gender-bas...mentioning

confidence: 99%

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A Gender-Based Analysis of Classroom Interaction Practices: The Effect Thereof on University Students’ Academic Performance

Rudhumbu

2022

IJLTER

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The need to optimize student interactions in universities for enhanced academic performance has been a subject of debate and discussion in different academic fora. A number of studies have shown that students, both male and female, can assert themselves academically if they are provided with opportunities for active participation and interaction with their lecturers and peers for both the horizontal and the vertical sharing of knowledge. The purpose of this study, therefore, was to investigate the gender-based interaction practices of science, mathematics and technology university students, and how these interactive patterns influence their academic performance. Using a quantitative approach located in the post-positivist paradigm, the study employed a structured questionnaire to collect the data from a sample of 1285 students from three universities. The results of the study showed that institutional practices, lecturers, parents, peers, learning content and artifacts, as well as the classroom environment, have a significant influence on the gender-based interaction practices of university students. Furthermore,, the results showed that the levels of interaction have a significant influence on the academic performance of university students, according to gender. As a main recommendation, it was proposed that universities should come up with gender-equity policies that would guide how the universities and their stakeholders could cater for the issues of gender equity.

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Section: Discussionmentioning

confidence: 99%

Section: Learning Content and Artifacts As Determinants Of Gender-bas...mentioning

confidence: 99%

A Gender-Based Analysis of Classroom Interaction Practices: The Effect Thereof on University Students’ Academic Performance

Rudhumbu

2022

IJLTER

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“…The impact of teachers' years of experience may be due to increasing familiarity with the course content and their pedagogical and concept knowledge, but is also likely to be related to their developing understanding of the equity-focused principles underlying the curriculum and their ease in discussing complex and sensitive issues around race, bias and systemic barriers (Goode, Ivey, Johnson, Ryoo, & Ong, 2020a;Goode, Johnson, & Sundstrom, 2020b). With additional years of experience, teachers also develop a better understanding of their own school and district in terms of local needs and relevant issues, as well as educational policies and resources available.…”

Section: Us = United Statesmentioning

confidence: 99%

“…This reluctance may have been associated with the lack of change in student attitudes towards computing, despite their increased speed of learning. Recent studies have highlighted how important professional development is within the ECS program in terms of fostering a critical approach to educational practices, computing pedagogy, and teachers' own implicit biases (Goode et al, 2020a(Goode et al, , 2020b. The teachers' understanding of culturally responsive teaching, the acceptance of its principles, and their proficiency in implementing them in the classroom are therefore key factors in the success of a culturally responsive approach to teaching computing.…”

Section: Design Principlesmentioning

confidence: 99%

Culturally-relevant and responsive pedagogy in computing: A Quick Scoping Review

Leonard

Sentance²

2021

IJCSES

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The underrepresentation of certain groups in computing has led to increasing efforts in the United States (US) to develop computing curricula that is responsive and relevant to a more diverse group of learners. In England, despite a mandatory computing curriculum from age 5, a similar problem is seen in terms of representation in formal Computer Science qualifications as in the US. The current paper used a Quick Scoping Review methodology to identify research that has implemented and evaluated culturally-responsive and relevant K-12 computing curricula, and to understand how they have been designed, the methods used for evaluation, and the factors affecting their success. In total, 12 papers were included in the review and all were from a US setting. Successes included changing learners’ attitudes towards computing and increased learning gains. Key factors in the implementation of the curricula were teacher confidence and understanding of the sociopolitical context of computing, opportunities provided for collaboration and sharing knowledge and opinions, and allowing time for difficult discussions without oversimplifying the issues. The review identifies important lessons to be learned for other countries, including England, aiming to increase the diversity in representation in computing in their schools.

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“…Scott & Clark, 2013). Educator and scholar activists, scholars, and others have also called out racism, sexism, and antiblackness and/or made commitments to addressing equity within K-20 CS education (e.g., Benjamin, 2016Benjamin, , 2019Goode et al, 2020;Guzdial, 2020a/b;Morales-Doyle et al, 2020;Payton et al, 2020;Sherriff et al, 2020;Washington, 2020;White, 2017). To support researchers and educators in doing this kind of equity-focused work, we now focus our attention on four theoretical frameworks that undergird commonly used equity-focused teaching practices in K-12 CS learning environments.…”

Section: Equity Pedagogies In Stem and Cs Education: If Not Now When?mentioning

confidence: 99%

Engaging Equity Pedagogies in Computer Science Learning Environments

Madkins

Howard

Freed

2020

Journal of Computer Science Integration

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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.

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Rac(e)ing to computer science for all: how teachers talk and learn about equity in professional development

Cited by 29 publications

References 34 publications

A Gender-Based Analysis of Classroom Interaction Practices: The Effect Thereof on University Students’ Academic Performance

A Gender-Based Analysis of Classroom Interaction Practices: The Effect Thereof on University Students’ Academic Performance

Culturally-relevant and responsive pedagogy in computing: A Quick Scoping Review

Engaging Equity Pedagogies in Computer Science Learning Environments

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