Abstract
The field of computer science continues to lack diversity, which has led to new efforts toward increasing access to computer science among all students. In order to address the underrepresentation of minoritized youth in computer science, we developed and delivered a culturally responsive and equity-focused computer science professional development model for helping teachers apply culturally relevant pedagogy alongside computer science principles within their classrooms. This paper focuses on how teachers experienced and processed this infusion of culturally relevant pedagogy into computer science professional development. Findings suggest that a teacher's context and experiences influence the ways in which they conceptualize culturally relevant pedagogy and plan to implement it into their classrooms.
| Original language | English (US) |
|---|---|
| Title of host publication | Proceedings of Society for Information Technology & Teacher Education International Conference 2019 |
| Editors | Kevin Graziano |
| Place of Publication | Las Vegas, NV, United States |
| Publisher | Association for the Advancement of Computing in Education (AACE) |
| Pages | 648-656 |
| Number of pages | 9 |
| State | Published - Mar 1 2019 |
| Externally published | Yes |