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Engaging Equity Pedagogies in Computer Science Learning Environments.

Tia C Madkins1, Nicol R Howard2, Natalie Freed1

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Summary
This summary is machine-generated.

This paper advocates for equity-focused teaching in computer science (CS) education, emphasizing culturally relevant pedagogy to promote social justice over mere access and achievement.

Keywords:
culturally relevant computingequityequity-focused pedagogies

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Area of Science:

  • Computer Science Education
  • Educational Equity
  • Social Justice Pedagogy

Background:

  • Historical context of computer science (CS) education in U.S. public schools, highlighting persistent equity issues.
  • Definition and rationale for equity-focused teaching strategies in CS learning environments.
  • Critique of traditional focus on access and achievement in CS education.

Purpose of the Study:

  • Advocate for equity-focused teaching and learning as essential in computer science classrooms.
  • Provide an overview of theoretical underpinnings of equity pedagogies, including culturally relevant pedagogy.
  • Demonstrate a shift towards social justice in CS education.

Main Methods:

  • Literature review of equity pedagogies and their application in CS.
  • Analysis of theoretical frameworks related to equity in education.
  • Presentation of practical examples from research for educators and researchers.

Main Results:

  • Equity pedagogies, such as culturally relevant pedagogy, offer a framework for transformative CS education.
  • Implementing equity-focused strategies can move CS education beyond access and achievement towards social justice.
  • Practical examples illustrate the application and examination of these teaching practices.

Conclusions:

  • Equity-focused teaching is crucial for creating inclusive and socially just computer science classrooms.
  • Culturally relevant pedagogy provides a strong theoretical foundation for equitable CS education.
  • Further resources are provided to support educators and researchers in adopting these practices.