Exploring Politicized Trust in a Racially Diverse Computer Science Classroom

Sepehr Vakil*, Maxine Mc Kinney de Royston

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

15 Scopus citations

Abstract

Over the past decade, abroad range of policymakers, corporations, educators, and scholars in the United States have catapulted computer science (CS) education from the sidelines to the center of K-12 public education discourse. While calls for CS education are often framed in terms of national and economic competitiveness, there is a growing interest amongst equity scholars in curricular interventions that directly engage the ethical and sociopolitical issues surrounding CS and its role in society. Yet, less attention has been given to how sociocultural dynamics of classrooms play a mediating role in these spaces. Drawing on video data from an equity-oriented CS classroom, we argue aconflict that arose during design activities was rooted in alack of trust and solidarity between students. Ultimately, we make the case that in addition to curricular innovations, equity efforts in CS education must prioritize the cultivation of positive student relationships.

Original languageEnglish (US)
Pages (from-to)545-567
Number of pages23
JournalRace Ethnicity and Education
Volume22
Issue number4
DOIs
StatePublished - Jul 4 2019

Keywords

  • Computer science
  • race
  • relationships
  • solidarity

ASJC Scopus subject areas

  • Demography
  • Cultural Studies
  • Education

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