Adopting Feminist Pedagogy in Computer Science Education to Empower Underrepresented Populations: A Critical Review

Ren, Xinyue

doi:10.1007/s11528-022-00728-7

Cited by 3 publications

(1 citation statement)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…CS learning opportunities in schools have long been restricted both in what schools CS is offered and who is able to enroll in those courses if they do (code.org, 2021). Furthermore, once in classrooms, CS pedagogy emphasizes procedures at the expense of relationship building, a strategy that can alienate girls and students from communities of color (e.g., Ren, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Near Peer Pedagogies for Culturally Sustaining Computer Science and Mathematics

Freeman,

Tucker-Raymond,

Gutierrez

2023

JCSI

View full text Add to dashboard Cite

In this study, College STEM Literacy Workers act as co-teachers in 9th and 10th grade classrooms alongside mathematics teachers as they both learn to integrate a 30-hour integrated computer science/mathematics curriculum. As part of the curriculum for educator learning, we adapted the Algebra Project’s “Model of Excellence” for culturally relevant-sustaining pedagogies. We used the framework to explore how teachers understand College STEM Literacy Workers’ contributions in the model as well as College STEM Literacy Workers’ own experiences in the classroom. We found that while teachers and College STEM Literacy Workers did not individually instantiate the model of excellence, they were able to achieve its constituent components between them. We explore differences between teachers and College STEM Literacy Workers and the ways in which they worked together. We end with implications for a new model of excellence.

show abstract

Section: Literature Reviewmentioning

confidence: 99%