Equity-based CS Case Study: An Approach to Exploring White Teachers’ Conceptions of Race and Racism in a Professional Development Setting

Abstract

Here, we present the results of a study of in-service teachers’ responses to equity-based case study vignettes focused on racialized classroom incidents. This study was conducted in the context of an ongoing research practice partnership aimed at integrating computer science concepts in elementary grades. Our work took place in a public school district that enrolls primarily students of color, while largely employing White teachers and administrators. Using a racial literacy framework [Guinier 2004], we conceptualized a continuum and developed codes to analyze teachers’ responses from racially liberal to racially literate. Our results describe a range of positions across the continuum, including those consistent with the racial liberalism viewpoint that expresses individualistic views of meritocracy and colorblindness that sometimes supports a deficit view of students, those that reside in the middle who validate equity work through minimal acknowledgment yet find ways to resist further engagement with race or equity, and those who express views consistent with racial literacy practices including student-centered perspectives, asset-orientations, and the willingness to engage race directly. Further, our results indicate that teachers may express contradictory views or views across the continuum. These findings point to the developmental nature of racial literacy and the difficulty of unlearning racist mindsets. We discuss the efficacy of our case study design: anonymized, locally derived vignettes, and our case study learning activity design: written reflections, small group dialogues, and whole group share-outs in supporting teacher reflection and learning. Finally, we demonstrate the special leadership role of teachers who are moving toward racial literacy.