Intersectional Perspectives on Teaching: Women of Color, Equity, and Computer Science

As high school computer science course offerings have expanded exponentially over the past decade, persistent gaps in terms of race and gender have remained a key characteristic in computer science classroom learning opportunities. This study aims to learn from the perspectives and knowledge of seven women of color who are high school computing teachers. Using ethnographic methods and data collected from professional development observations and interviews, this study examines how the intersectional identities and embodied experiences of these educators can inform efforts at broadening participation in computing for students. The findings of this study point to the importance of not playing it safe, commitment to teaching in historically underserved communities, intersectional identities and impact on teaching, and critical hope as key tenets in these teachers' standpoints towards broadening participation in computing. While some of these tenets can inform other educator's pedagogical efforts at broadening participation in computing, the embodied, gendered, and racialized nature of these findings highlight the need to prepare a diverse teacher cadre as part of building authentic opportunities to learn for all students.