Investigating the Equity Imperative in High School Computer Science Curriculum for Latinx Students

Abstract

ABSTRACTThe goal of this qualitative research is to understand equitable teaching practices of computer science classrooms in the Chicago Public Schools through the video analysis specifically for the Latinx students. Data was collected through video recording from 10 different CPS classrooms. The videos were analyzed qualitative to determine the inquiry driven equitable practices. Though the equitable practices were identified based on the classroom video analysis, literature review on equitable practices and core ECS philosophy informed us to recognize and group the themes and their indicators of equity. This research plays a crucial role in terms of informing the current equitable teaching practices based on the videos in ECS classrooms in Chicago, also the research identifies a need to study further cultural references in terms of teaching computer science curriculum. This research has significance for designing professional development for marginalized population in computer science and possibly for other STEM areas.KEYWORDS: Latinx studentsequitable pedagogylatinx educationcomputer science educationSTEM educationresearch practice partnership in CS Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors were supported in part by National Science Foundation grants CNS-1543217 and CNS-1738572 to The Learning Partnership. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of NSF.