Culturally-relevant and responsive pedagogy in computing: A Quick Scoping Review

  • Hayley C. Leonard Raspberry Pi Foundation
  • Sue Sentance
Keywords: culturally-relevant, culturally-responsive computing, equity, curriculum

Abstract

The underrepresentation of certain groups in computing has led to increasing efforts in the United States (US) to develop computing curricula that is responsive and relevant to a more diverse group of learners. In England, despite a mandatory computing curriculum from age 5, a similar problem is seen in terms of representation in formal Computer Science qualifications as in the US. The current paper used a Quick Scoping Review methodology to identify research that has implemented and evaluated culturally-responsive and relevant K-12 computing curricula, and to understand how they have been designed, the methods used for evaluation, and the factors affecting their success. In total, 12 papers were included in the review and all were from a US setting. Successes included changing learners’ attitudes towards computing and increased learning gains. Key factors in the implementation of the curricula were teacher confidence and understanding of the sociopolitical context of computing, opportunities provided for collaboration and sharing knowledge and opinions, and allowing time for difficult discussions without oversimplifying the issues. The review identifies important lessons to be learned for other countries, including England, aiming to increase the diversity in representation in computing in their schools.

Downloads

Download data is not yet available.

References

Ashcraft, C. Eger, E. K., & Scott, K. A. (2017). Becoming technosocial change agents: Intersectionality and culturally responsive pedagogies as vital resources for increasing girls’ participation in computing. Anthropology & Education Quarterly, 48(3), 233-251. doi:10.1111/aeq.12197
Babbitt, W., Lachney, M., Bulley, E., & Eglash, R. (2015). Adinkra mathematics: A study of ethnocomputing in Ghana. REMIE Multidisciplinary Journal of Educational, Research, 5(2), 110-135. doi:10.17583/remie.2015.1399
Bourdieu, P. (1986). The forms of capital. In: Richardson, J. (Ed.). Handbook of theory and research for the sociology of education, 241-258. Westport, CT: Greenwood.
Brinkman, B., & Diekman, A. (2016). Applying the communal goal congruity perspective to enhance diversity and inclusion in undergraduate computing degrees. In Proceedings of the 47th ACM Technical Symposium on Computing Science Education, 102-107.
Cabrera, N.L. (2019). Critical Race Theory v. deficit models. Equity & Excellence in Education, 52(1), 47-54. DOI: 10.1080/10665684.2019.1630342
Collins, A.M., Coughlin, D., Miller, J., Kirk, S. 2015. The Production of Quick Scoping Reviews and Rapid Evidence Assessments: A How to Guide. Joint Water Evidence Group.
Davis, J., Lachney, M., Zatz, Z., Babbitt, W., & Eglash, R. (2019, February). A cultural computing curriculum. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 1171-1175.
DiSalvo, B., Guzdial, M., Bruckman, A., & McKlin, T. (2014). Saving face while geeking out: Video game testing as a justification for learning computer science. Journal of the Learning Sciences, 23(3), 272-315.
Eglash, R., Bennett, A., O’Donnell, C., Jennings, S., & Cintorino, M.(2006). Culturally situated design tools: Ethnocomputing from field site to classroom. American Anthropologist, 108(2), 347–362. doi:10.1525/aa.2006.108.2.347aa
Eglash, R., Gilbert, E. J., Taylor, V., Geier, S. R. (2013) Culturally responsive computing in urban, after-school contexts: Two approaches. Urban Education, 48(5), 629-656. doi:10.1177/0042085913499211
Eglash, R., Krishnamoorthy, M., Sanchez, J., & Woodbridge, A. (2011). Fractal simulations of African design in pre-college computing education. ACM Transactions on Computing Education, 11(3), 1-14, doi:10.1145/2037276.2037281.
Franklin, D., Weintrop, D., Palmer, J., Coenraad, M., Cobian, M., Beck, K., ... & Crenshaw, Z. (2020, February). Scratch Encore: The design and pilot of a culturally-relevant intermediate Scratch curriculum. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education, 794-800.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Goode, J. (2010). Connecting K-16 curriculum & policy: Making computer science engaging, accessible, & hospitable for underrepresented students. In Proceedings of the 40th SIGCSE Technical Symposium on Computer Science Education, 42(1), 22-26. doi: 10.1145/1734263.1734272.
Goode, J., Ivey, A., Johnson, S.R., Ryoo, J.J., & Ong, C. (2020a): Rac(e)ing to computer science for all: how teachers talk and learn about equity in professional development. Computer Science Education, DOI:
10.1080/08993408.2020.1804772.
Goode, J., Johnson, SR., & Sundstrom, K. (2020b) Disrupting colorblind teacher education in computer science. Professional Development in Education, 46(2), 354-367, DOI: 10.1080/19415257.2018.1550102
Kemp, P.E.J., Berry, M.G., & Wong, B. (2018). The Roehampton annual computing education report: Data from 2017. University of Roehampton, London.
Lachney, M. (2017) Computational communities: African-American cultural capital in computer science education, Computer Science Education, 27, 175-196, DOI:10.1080/08993408.2018.1429062
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
Ladson-Billings, G., & Tate, W. F. (1995). Toward a Critical Race Theory of education. Teachers College Record, 97, 47–68.
Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., Malyn-Smith, J. and Werner, L., (2011). Computational thinking for youth in practice. ACM Inroads, 2(1), 32-37.
Lewis, C., Bruno, P., Raygoza, J., & Wang, J. (2019, July). Alignment of goals and perceptions of computing predicts students' sense of belonging in computing. In Proceedings of the 2019 ACM Conference on International Computing Education Research, 11-19.
Lynn, M., & Dixson, A. D. (Eds.). (2013). Handbook of critical race theory in education. New York, NY: Routledge.
Madkins, T. C., Howard, N. R., & Freed, N. (2020). Engaging equity pedagogies in Computer Science learning environments. Journal of Computer Science Integration, 3(2), 1-27. https://doi.org/10.26716/jcsi.2020.03.2.1
McGee, S., McGee-Tekula, R., Duck, J., McGee, C., Dettori, L., Greenberg, R. I., ... & Brylow, D. (2018, February). Equal outcomes 4 all: A study of student learning in ECS. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education, 50-55.
Means, B.M. & Stephens, A. (Eds.). (2021). Cultivating interest and competencies in computing: Authentic experiences and design factors. Washington, DC: The National Academies Press. https://doi.org/10.17226/25912
Morales-Chicas, J., Castillo, M., Bernal, I., Ramos, P., & Guzman, B. L. (2019). Computing with relevance and purpose: A review of culturally relevant education in computing. International Journal of Multicultural Education, 21(1), 125-155.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97. https://doi.org/10.3102/0013189x12441244
Qazi, M. A., Gray, J., Shannon, D. M., Russell, M., & Thomas, M. (2020, February). A State-Wide Effort to Provide Access to Authentic Computer Science Education to Underrepresented Populations. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (pp. 241-246).
Ryoo, J. J. (2019). Pedagogy that supports computer science for all. ACM Transactions on Computing Education (TOCE), 19(4), 1-23.
Scott, K. A., Sheridan, K. M., & Clark, K. (2015). Culturally responsive computing: A theory revisited. Learning, Media and Technology, 40, 412-436. https://doi.org/10.1080/17439884.2014.924966
Scott, K. A., & White, M. (2013). COMPUGIRLS’ Standpoint: Culturally responsive computing and its effect on girls of color. Urban Education, 48, 657 – 681. https://doi.org/10.1177/0042085913491219
Tedre, M., Sutinen, E., Kahkonen, E., & Kommers, P. (2006). Ethnocomputing: ICT in cultural and social context. Communications of the ACM. 49(1), 126-130. DOI: 10.1145/1107458.1107466
The Royal Society (2017). After the reboot: computing education in UK schools. Retrieved on 10 February 2021 from https://royalsociety.org/~/media/policy/projects/computing-education/computing-education-report.pdf
Yang, H., Codding, D., Mouza, C., & Pollock, L. (2021). Broadening Participation in Computing: Promoting Affective and Cognitive Learning in Informal Spaces. TechTrends, 65(2), 196-212.
Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69-91, DOI: 10.1080/1361332052000341006
Published
2021-12-17
How to Cite
Leonard, H. C., & Sentance, S. (2021). Culturally-relevant and responsive pedagogy in computing: A Quick Scoping Review. International Journal of Computer Science Education in Schools, 5(2), 3-13. https://doi.org/10.21585/ijcses.v5i2.130