Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity

April 11, 2021


John Wachen

The Learning Partnership

Mark Johnson

The Learning Partnership

Steven McGee

The Learning Partnership

Faythe Brannon

Chicago Public Schools

Dennis Brylow

Marquette University

In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.

Suggested Citation

Wachen, J., Johnson, M., McGee, S., Brannon, F., & Brylow, D. (2021, April 8-12). Computer science teachers as change agents for broadening participation: Exploring perceptions of equity [Paper presentation]. American Educational Research Association 2021 Annual Meeting.

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