Rac(e)ing to computer science for all: how teachers talk and learn about equity in professional development
Background and Context: Though computer science education is marked by a pronounced racial participation gap, there is little research about effective ways that teachers can be supported in creating racially-just and equitable computer science learning opportunities for students. Objectives: This pa...
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| Veröffentlicht in: | Computer science education 2021-07, Vol.31 (3), p.374-399 |
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| container_title | Computer science education |
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| creator | Goode, Joanna Ivey, Allison Johnson, Stephany RunningHawk Ryoo, Jean J. Ong, Christine |
| description | Background and Context: Though computer science education is marked by a pronounced racial participation gap, there is little research about effective ways that teachers can be supported in creating racially-just and equitable computer science learning opportunities for students.
Objectives: This paper examines how teachers engage in learning about race and equity in computer science education during professional development.
Method: Drawing from data collected from 94 participants attending a summer week-long Exploring Computer Science workshop, this mixed-methods study revealed how key curricular and instructional features of professional development foster race-conscious discussions and shifts in beliefs and agency around broadening participation in computing.
Findings: Given the importance of developing teacher capacity to increase opportunities for students of color in computing classrooms, the findings of this study highlight how intentionally integrating race education in the center of professional development for teachers can support teachers' equity-based beliefs and practices.
Implications: Professional development for teachers that seeks to broaden participation in computing is supported by long-term professional learning that explicitly center issues of race and equity in the curriculum. |
| doi_str_mv | 10.1080/08993408.2020.1804772 |
| format | Article |
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Objectives: This paper examines how teachers engage in learning about race and equity in computer science education during professional development.
Method: Drawing from data collected from 94 participants attending a summer week-long Exploring Computer Science workshop, this mixed-methods study revealed how key curricular and instructional features of professional development foster race-conscious discussions and shifts in beliefs and agency around broadening participation in computing.
Findings: Given the importance of developing teacher capacity to increase opportunities for students of color in computing classrooms, the findings of this study highlight how intentionally integrating race education in the center of professional development for teachers can support teachers' equity-based beliefs and practices.
Implications: Professional development for teachers that seeks to broaden participation in computing is supported by long-term professional learning that explicitly center issues of race and equity in the curriculum.</description><identifier>ISSN: 0899-3408</identifier><identifier>EISSN: 1744-5175</identifier><identifier>DOI: 10.1080/08993408.2020.1804772</identifier><language>eng</language><publisher>Norwood: Routledge</publisher><subject>Beliefs ; Broadening participation in computing ; Computation ; Computer science ; Computer Science Education ; CS for all ; Curricula ; Disproportionate Representation ; Education ; Educational Opportunities ; Equal Education ; Equality ; exploring computer science ; Faculty Development ; High School Teachers ; Learning ; Minority Group Students ; Professional Autonomy ; Professional development ; Professional Training ; Program Effectiveness ; Race ; race and education ; Racial Factors ; Science education ; Science Instruction ; Social Justice ; Students ; Teacher Attitudes ; teacher education ; Teachers ; Teaching Methods</subject><ispartof>Computer science education, 2021-07, Vol.31 (3), p.374-399</ispartof><rights>2020 Informa UK Limited, trading as Taylor & Francis Group 2020</rights><rights>2020 Informa UK Limited, trading as Taylor & Francis Group</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c360t-68eaf92f4ab249138a384c1b77cc484f61865d057240e6845b14d9fcf01f7eac3</citedby><cites>FETCH-LOGICAL-c360t-68eaf92f4ab249138a384c1b77cc484f61865d057240e6845b14d9fcf01f7eac3</cites><orcidid>0000-0003-3912-6404</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.tandfonline.com/doi/pdf/10.1080/08993408.2020.1804772$$EPDF$$P50$$Ginformaworld$$H</linktopdf><linktohtml>$$Uhttps://www.tandfonline.com/doi/full/10.1080/08993408.2020.1804772$$EHTML$$P50$$Ginformaworld$$H</linktohtml><link.rule.ids>314,780,784,27924,27925,59647,60436</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1309712$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Goode, Joanna</creatorcontrib><creatorcontrib>Ivey, Allison</creatorcontrib><creatorcontrib>Johnson, Stephany RunningHawk</creatorcontrib><creatorcontrib>Ryoo, Jean J.</creatorcontrib><creatorcontrib>Ong, Christine</creatorcontrib><title>Rac(e)ing to computer science for all: how teachers talk and learn about equity in professional development</title><title>Computer science education</title><description>Background and Context: Though computer science education is marked by a pronounced racial participation gap, there is little research about effective ways that teachers can be supported in creating racially-just and equitable computer science learning opportunities for students.
Objectives: This paper examines how teachers engage in learning about race and equity in computer science education during professional development.
Method: Drawing from data collected from 94 participants attending a summer week-long Exploring Computer Science workshop, this mixed-methods study revealed how key curricular and instructional features of professional development foster race-conscious discussions and shifts in beliefs and agency around broadening participation in computing.
Findings: Given the importance of developing teacher capacity to increase opportunities for students of color in computing classrooms, the findings of this study highlight how intentionally integrating race education in the center of professional development for teachers can support teachers' equity-based beliefs and practices.
Implications: Professional development for teachers that seeks to broaden participation in computing is supported by long-term professional learning that explicitly center issues of race and equity in the curriculum.</description><subject>Beliefs</subject><subject>Broadening participation in computing</subject><subject>Computation</subject><subject>Computer science</subject><subject>Computer Science Education</subject><subject>CS for all</subject><subject>Curricula</subject><subject>Disproportionate Representation</subject><subject>Education</subject><subject>Educational Opportunities</subject><subject>Equal Education</subject><subject>Equality</subject><subject>exploring computer science</subject><subject>Faculty Development</subject><subject>High School Teachers</subject><subject>Learning</subject><subject>Minority Group Students</subject><subject>Professional Autonomy</subject><subject>Professional development</subject><subject>Professional Training</subject><subject>Program Effectiveness</subject><subject>Race</subject><subject>race and education</subject><subject>Racial Factors</subject><subject>Science education</subject><subject>Science Instruction</subject><subject>Social Justice</subject><subject>Students</subject><subject>Teacher Attitudes</subject><subject>teacher education</subject><subject>Teachers</subject><subject>Teaching Methods</subject><issn>0899-3408</issn><issn>1744-5175</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNp9kE9r3DAQxUVpoNtNP8KCIJf24GRky5acU8uS5g-BQGjPQiuPGiVaaSPJCfvta7NpjzkNzHtv5vEjZMXglIGEM5B933CQpzXU00oCF6L-QBZMcF61TLQfyWL2VLPpE_mc8yMA1ELCgjzda_MVv7nwh5ZITdzuxoKJZuMwGKQ2Jqq9P6cP8ZUW1OYBU6ZF-yeqw0A96hSo3sSxUHweXdlTF-guRYs5uxi0pwO-oI-7LYZyTI6s9hm_vM0l-f3z4tf6qrq9u7xe_7itTNNBqTqJ2va15XpT8541UjeSG7YRwhguue2Y7NoBWlFzwE7ydsP40FtjgVkxVWyW5ORwdyryPGIu6jGOaSqTVT2nmo51cnK1B5dJMeeEVu2S2-q0VwzUzFX946pmruqN65RbHXKYnPmfubhhDfSCzfr3g-7CRG-rX2Pygyp672OySQfjsmref_EXSMSI0Q</recordid><startdate>20210703</startdate><enddate>20210703</enddate><creator>Goode, Joanna</creator><creator>Ivey, Allison</creator><creator>Johnson, Stephany RunningHawk</creator><creator>Ryoo, Jean J.</creator><creator>Ong, Christine</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7SC</scope><scope>8FD</scope><scope>JQ2</scope><scope>L7M</scope><scope>L~C</scope><scope>L~D</scope><orcidid>https://orcid.org/0000-0003-3912-6404</orcidid></search><sort><creationdate>20210703</creationdate><title>Rac(e)ing to computer science for all: how teachers talk and learn about equity in professional development</title><author>Goode, Joanna ; Ivey, Allison ; Johnson, Stephany RunningHawk ; Ryoo, Jean J. ; Ong, Christine</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c360t-68eaf92f4ab249138a384c1b77cc484f61865d057240e6845b14d9fcf01f7eac3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Beliefs</topic><topic>Broadening participation in computing</topic><topic>Computation</topic><topic>Computer science</topic><topic>Computer Science Education</topic><topic>CS for all</topic><topic>Curricula</topic><topic>Disproportionate Representation</topic><topic>Education</topic><topic>Educational Opportunities</topic><topic>Equal Education</topic><topic>Equality</topic><topic>exploring computer science</topic><topic>Faculty Development</topic><topic>High School Teachers</topic><topic>Learning</topic><topic>Minority Group Students</topic><topic>Professional Autonomy</topic><topic>Professional development</topic><topic>Professional Training</topic><topic>Program Effectiveness</topic><topic>Race</topic><topic>race and education</topic><topic>Racial Factors</topic><topic>Science education</topic><topic>Science Instruction</topic><topic>Social Justice</topic><topic>Students</topic><topic>Teacher Attitudes</topic><topic>teacher education</topic><topic>Teachers</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Goode, Joanna</creatorcontrib><creatorcontrib>Ivey, Allison</creatorcontrib><creatorcontrib>Johnson, Stephany RunningHawk</creatorcontrib><creatorcontrib>Ryoo, Jean J.</creatorcontrib><creatorcontrib>Ong, Christine</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Computer and Information Systems Abstracts</collection><collection>Technology Research Database</collection><collection>ProQuest Computer Science Collection</collection><collection>Advanced Technologies Database with Aerospace</collection><collection>Computer and Information Systems Abstracts Academic</collection><collection>Computer and Information Systems Abstracts Professional</collection><jtitle>Computer science education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Goode, Joanna</au><au>Ivey, Allison</au><au>Johnson, Stephany RunningHawk</au><au>Ryoo, Jean J.</au><au>Ong, Christine</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1309712</ericid><atitle>Rac(e)ing to computer science for all: how teachers talk and learn about equity in professional development</atitle><jtitle>Computer science education</jtitle><date>2021-07-03</date><risdate>2021</risdate><volume>31</volume><issue>3</issue><spage>374</spage><epage>399</epage><pages>374-399</pages><issn>0899-3408</issn><eissn>1744-5175</eissn><abstract>Background and Context: Though computer science education is marked by a pronounced racial participation gap, there is little research about effective ways that teachers can be supported in creating racially-just and equitable computer science learning opportunities for students.
Objectives: This paper examines how teachers engage in learning about race and equity in computer science education during professional development.
Method: Drawing from data collected from 94 participants attending a summer week-long Exploring Computer Science workshop, this mixed-methods study revealed how key curricular and instructional features of professional development foster race-conscious discussions and shifts in beliefs and agency around broadening participation in computing.
Findings: Given the importance of developing teacher capacity to increase opportunities for students of color in computing classrooms, the findings of this study highlight how intentionally integrating race education in the center of professional development for teachers can support teachers' equity-based beliefs and practices.
Implications: Professional development for teachers that seeks to broaden participation in computing is supported by long-term professional learning that explicitly center issues of race and equity in the curriculum.</abstract><cop>Norwood</cop><pub>Routledge</pub><doi>10.1080/08993408.2020.1804772</doi><tpages>26</tpages><orcidid>https://orcid.org/0000-0003-3912-6404</orcidid></addata></record> |
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| source | Taylor & Francis Journals Complete |
| subjects | Beliefs Broadening participation in computing Computation Computer science Computer Science Education CS for all Curricula Disproportionate Representation Education Educational Opportunities Equal Education Equality exploring computer science Faculty Development High School Teachers Learning Minority Group Students Professional Autonomy Professional development Professional Training Program Effectiveness Race race and education Racial Factors Science education Science Instruction Social Justice Students Teacher Attitudes teacher education Teachers Teaching Methods |
| title | Rac(e)ing to computer science for all: how teachers talk and learn about equity in professional development |
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