Leveraging the Knowledge Base: How CSforALL Researcher Members Take Action Towards Broadening Participation in Computing
CSforALL Interviewed Five Researchers from its Membership to Learn from Their Practices and Experiences in Ensuring an Inclusive and Equitable Computer Science Education Landscape
Creating inclusive and equitable learning environments for all students is a critical challenge in computer science education. While ensuring access to CS courses is essential, it’s not enough. To truly address this challenge, we must focus on fostering high-quality learning experiences and opportunities for underrepresented students. The CSforALL Alliance is leading a collaborative effort to broaden participation in computing (BPC). The alliance is dedicated to providing high-quality learning experiences and CS educational opportunities for underrepresented students.
It takes a diverse group of stakeholders, including education researchers, to drive meaningful change in broadening participation in computing. Researchers play a crucial role in the CSEd community by generating evidence-based practices, informing policy decisions, and evaluating the effectiveness of CS education programs. Collaboration between researchers and schools, school districts, out-of-school programs, curriculum developers and more are vitally important to ensuring inclusive equity and advancing the movement. In order to better understand how researchers support BPC, CSforALL spoke with five researchers from its membership to learn from their practices and experiences.
The future of technology hinges on a diverse and inclusive workforce. To ensure that everyone has the opportunity to participate in the digital age, it’s crucial to address the underrepresentation of women and marginalized groups in computer science. Researchers and a collaborative effort play a pivotal role in advancing this goal.
Dr. Aleata Hubbard Cheuoua, Senior Research Scientist in Learning Technology, WestEd, exemplifies this in her work by focusing on supporting teachers in creating more inclusive classrooms. Through her research, Dr. Hubbard Cheuoua is helping educators better understand and address issues of diversity, equity, and inclusion. By examining how teachers talk about these topics and identifying strategies to support them, Dr. Hubbard Cheuoua is empowering educators to create more equitable learning environments. “I try to do studies where I can examine how teachers talk about diversity, equity, and culture. [We] identify ways to support them and to have productive discussions that will, I believe, help them better attend to BPC when they get into their own classrooms.”
Another important aspect of broadening participation is providing students with role models who reflect their own identities. Dr. Dana Saito-Stehberger, Director of Curriculum and Professional Development, University of California, Irvine, highlights the power of representation in her work. Dr. Saito-Stehberger’s role model lessons feature diverse individuals from underrepresented groups, showcasing the variety of careers and backgrounds within the field of computer science. By highlighting the accomplishments of these individuals, Dr. Saito-Stehberger is inspiring students to see themselves as future leaders in this space.
It’s essential to consider the needs of all students, including English Language Learners (ELL). Dr. Susan Yonezawa, Associate Director of CREATE, University of California, San Diego, demonstrates the importance of culturally responsive curriculum and instruction in her work with the San Diego Unified School District. By designing CS programs that are accessible and engaging for ELL students, Dr. Yonezawa is helping to break down barriers and create a more inclusive learning environment. “In San Diego, we have come to realize and champion that if you are not taking seriously the needs of ELL students (including those who have transitioned out of ELL services) when designing CS programs, courses, and curriculum, you will not effectively serve Latinx/Hispanic populations.”
When considering strategies for broadening participation in computing, the experts offered a holistic approach with a common emphasis on systemic change.
First and foremost, school-wide support and cultural change are essential elements for expanding computer science education. According to Dr. Cheri Fancsali, Executive Director, The Research Alliance for New York City Schools, effective strategies include assisting teachers and school leaders, fostering a school-wide culture that values computer science, ensuring teachers have sufficient planning time, and implementing culturally responsive practices. Dr. Fancsali stressed the importance of addressing both teacher and school-level factors to create lasting impact.
Additionally, experienced teachers need ongoing support to maintain and enhance their effectiveness. Dr. Yasmin B. Kafai, Professor of Learning Sciences, University of Pennsylvania, highlighted the critical role of supporting and refreshing experienced teachers, leveraging their expertise and understanding of students. She noted that this support helps teachers stay engaged and effectively serve diverse student populations.
Furthermore, measuring progress through data collection is crucial for successful equity initiatives. Dr. Hubbard Cheuoua encouraged leaders to make data-driven decisions, urging them to identify measurable goals and collect relevant data to assess impact over time. Hubbard emphasized that data should guide the development and refinement of equity-focused initiatives. “I try to encourage them to think early on, ‘What are the goal posts that will let you know you’re on the right track? And how can you get some data easily early on?’”
Throughout all these perspectives is the need for multi-faceted, systemic change that empowers teachers, engages school communities, and relies on data-informed decision-making. By incorporating these insights, leaders within the CSforALL membership can develop a comprehensive approach to effectively broaden participation in computer science education.
When considering standards of practice to help broaden participation in computing, the interviewed researchers stressed the need to actively dismantle systemic barriers and biases in CS education in order to create more equitable and inclusive learning experiences for all students.
Culturally responsive-sustaining education (CRSE) teaching practices are fundamental to creating inclusive CS classrooms, and Dr. Fancsali emphasized this importance as well. She explained that CRSE practices ensure diverse cultures, languages, orientations, and identities are represented and valued. These practices include using inquiry-based or project-based learning, teaching lessons that allow students to investigate social justice issues in technology, and connecting to and building on students’ knowledge and interests. “Students who are exposed to stronger CRSE practices report more positive attitudes toward CS, including greater interest and perceived value. And students with more positive attitudes show larger gains in computational thinking skills.”
Additionally, frameworks for data equity and critical analysis are essential tools for addressing systemic inequities. Dr. Hubbard Cheuoua recommended two key standards of practice. First, she suggested using the Data Equity Framework from the We All Help project, which provides a structure to consider issues of equity throughout the process from conception to data collection and analysis. Second, she encouraged the use of Critical Quantitative Inquiry or QuantCrit, an approach that blends quantitative analysis with critical race theory to question typical research methods and ensure they are effectively serving the groups being targeted.
Moreover, supporting multilingual learners requires intentional curriculum design from the start. Dr. Yonezawa highlighted the importance of embedding multilingual learner support strategies throughout CS curricula and pedagogy, rather than adding them later. This approach involves greater attention to discourse-embedded strategies that acknowledge and address potential linguistic and comprehension challenges presented by the content or teaching methods.
These experts emphasized that creating equitable and inclusive computer science education requires actively addressing and removing institutional obstacles and prejudices that limit student participation.
While researchers may have different approaches to broadening participation in computing (BPC), we can conclude that data collection, timing, methods, developing teacher capacity in equitable pedagogies, and using data to inform CS equity goals are crucial factors in driving progress. Additionally, involving educators and historically marginalized or disenfranchised groups in decision-making from the outset is essential. Researchers also highlight the importance of providing differentiated support for students with diverse linguistic or academic needs.
CSforALL would like to thank Dr. Fancsali, Dr. Hubbard Cheuoua, Dr. Kafai, Dr. Saito-Stehberger, and Dr. Yonezawa for their time, efforts, and dedication to inclusive equity in the field of computer science education.