CS471: Computer Science Pedagogy - Equity Pedagogies in Computer Science

Activity Goals

The goals of this activity are:
  1. To describe strategies for equity in CS pedagogy, including culturally responsive teaching

Supplemental Reading

Feel free to visit these resources for supplemental background reading material.

The Activity

Directions

Consider the activity models and answer the questions provided. First reflect on these questions on your own briefly, before discussing and comparing your thoughts with your group. Appoint one member of your group to discuss your findings with the class, and the rest of the group should help that member prepare their response. Answer each question individually from the activity, and compare with your group to prepare for our whole-class discussion. After class, think about the questions in the reflective prompt and respond to those individually in your notebook. Report out on areas of disagreement or items for which you and your group identified alternative approaches. Write down and report out questions you encountered along the way for group discussion.

Model 1: Equity Statements in Computer Science Education (from K12CS.org)

Equity in Computer Science Education Impacts of Computing The design and use of computing technologies and artifacts can improve, worsen, or maintain inequitable access to information and opportunities. Algorithms and Programming People design meaningful solutions for others by defining a problem’s criteria and constraints, carefully considering the diverse needs and wants of the community, and testing whether criteria and constraints were met. Fostering an Inclusive Computing Culture Address the needs of diverse end users during the design process to produce artifacts with broad accessibility and usability. Collaborating Around Computing Cultivate working relationships with individuals possessing diverse perspectives, skills, and personalities. Source: https://k12cs.org/equity-in-computer-science-education/ License: CC BY-NC-SA 4.0

Questions

  1. What barriers currently exist that prevent equitable access to computer science education for all students?
  2. How can we ensure computer science courses and resources are designed to be inclusive and accessible to students from diverse backgrounds and abilities?
  3. What strategies can teachers use to recruit and retain students from underrepresented groups in computer science?
  4. How can computer science instruction be differentiated to meet the needs of diverse learners?
  5. In what ways can computer science curriculum and activities incorporate perspectives from different cultures and communities?
  6. What role should real-world applications of computer science play in making the field relevant and meaningful for all students?
  7. How can we promote positive gender, racial, and cultural representations in computer science to counter prevalent stereotypes?
  8. What support systems and environments are needed to foster a sense of belonging among underrepresented students in computer science?
  9. How can schools and teachers partner with families and communities to increase engagement in computer science?
  10. What professional development is needed to prepare teachers to teach computer science through an equity lens?
  11. How can we ensure equitable access to technology, resources, and learning opportunities in computer science?
  12. What policies and systemic changes are needed to promote equity and inclusion in computer science education?

Equity in Computer Science Education (from K12CS.org)

This article emphasizes the importance of equity in computer science education, stating that it must be at the forefront of any reform effort. Equity is defined not only by the availability of classes but also by the teaching methods, recruitment strategies, and classroom culture that support diverse learners and promote retention.
It highlights the following key points:

  • Equity is critical for computer science education reform efforts. This involves appropriate supports for students, how classes are taught, student recruitment, and supporting diverse learners in the classroom.

  • Many students today have limited access to computer science education. Fewer than half of schools offer meaningful CS courses. Underrepresented groups like minorities, females, and rural students have the least access.

  • Several groups are significantly underrepresented in high school AP computer science exams, college computer science majors, and computing occupations.

  • Stereotypes persist that computer scientists are overwhelmingly white or Asian males. Many females have less confidence in learning computer science.

  • But most Americans believe computer science is as important as core subjects, and parents want CS offered in schools. Taking AP CS makes students much more likely to major in it.

  • The framework aims for equity through its diverse writing team, concepts and practices that support inclusion, and applicability of CS for all students.

  • Practical approaches like block coding, accommodations for disabilities, and courses designed to broaden participation can increase equity in computer science education.

The Need for Equity in Computer Science Education

  • Lack of Access: Fewer than half of K–12 schools offer meaningful computer science courses, with Native American, Black, Latino, lower-income, and rural areas having the least access.
  • Underrepresentation: There is a significant underrepresentation of females, Blacks, Hispanics, and American Indians in computer science education and the related industry.
  • Stereotypes: Stereotypes persist in media portrayals of computer scientists, affecting perceptions and confidence among females.
  • The Bright Side: Despite these challenges, there is a strong belief in the importance of computer science education, and students who take AP Computer Science in high school are more likely to major in the field.

Equity in the Framework

  • Diverse Team: The writers and advisors of the framework were chosen to reflect diversity in gender, race, ethnicity, and institutional representation.
  • Concepts and Practices: The framework emphasizes practices that allow diverse learners to demonstrate understanding, including English language learners.
  • Learning for All: The framework is designed for all students, not just “gifted” or “honors” students, and emphasizes a comprehensive foundation in computer science.
  • Efforts to Increase Access and Opportunity: Practical approaches are highlighted to increase equity, including reaching young students and beginners, students with disabilities, females, and underrepresented minorities.

Key Highlights

  • Blocks-based Programming Languages: Tools like Scratch allow students to program without typing errors and foster social communities for learning.
  • Universal Design for Learning (UDL): Learning accommodations and curricular modifications can be applied to differentiate instruction.
  • Accessible Programming Languages: Languages like Quorum are accessible to students with visual impairments.
  • Specialized Curriculum Resources: Groups like ACCESS CS10K have developed resources and professional development for teachers of students with disabilities.
  • Programs for Underrepresented Minorities: Initiatives like Exploring Computer Science aim to reach females and underrepresented minorities.

Submission

I encourage you to submit your answers to the questions (and ask your own questions!) using the Class Activity Questions discussion board. You may also respond to questions or comments made by others, or ask follow-up questions there. Answer any reflective prompt questions in the Reflective Journal section of your OneNote Classroom personal section. You can find the link to the class notebook on the syllabus.