Culturally Relevant Computer Science Pedagogy: From Theory to Practice
Tia C. Madkins, Alexis Martín, Jean J. Ryoo, Kimberly Ann Scott, Joanna Goode, Allison Scott, Frieda McAlear · 2019
Recent initiatives to broaden participation in computing aim to provide increased computer science (CS) access and opportunity for underrepresented K-12 students. Researchers have identified challenges related to teaching CS courses in sways that ensure underrepresented student populations are engaged, interested, and motivated to participate in computing coursework, including making course content relevant to students' lives and interests. An emerging area of scholarship proposes merging culturally relevant pedagogy with CS in order to develop engaging and rigorous computing instruction for diverse groups of students. Much of this work has been theoretical rather than practical; thus, we present case studies of three programs to describe practice-based examples of culturally relevant computer science teaching and learning. Consistent themes across the instructional practices we share include engagement and relevance; confidence and identity; and social justice. These foundational practical applications of culturally relevant CS education can inform efforts to enhance engagement, preparation, participation, and persistence in computing for underrepresented students toward successfully addressing inclusion, diversity, and equity.