Moving Towards a Vision of Equitable Computer Science

In this episode I unpack Koshy et al.’s (2022) publication titled “Moving towards a vision of equitable computer science: Results of a landscape of PreK-12 CS teachers in the United States,” which provides recommendations for the field based on a landscape study of CS educators in the United States.

Welcome back to another episode of the
CSK8 podcast my name is Jared O'Leary
each week of his podcast is either an
interview with a guest or multiple
guests or a solo episode where I unpack
some scholarship in relation to Computer
Science Education in this week's episode
I'm unpacking a paper titled quote
moving towards a vision of Ecuador
computer science colon results of a
landscape survey of pre-k12 Cs teachers
in the United States end quote it was
released in December of 2022 and it was
written by Sonia Kashi Brian twerk
Daquan Bashir Shayna glass Rachel Goins
Lisa Cruz novahotsky and Allison Scott
apologies if I mispronounced any names
here's the very first paragraph of the
executive summary quote given
Technologies significant role in society
our Educational Systems must ensure that
all students have access to robust and
rigorous Computer Science Education to
prepare them to participate in the
global economy and to contribute to a
more Equitable Tech driven future as
such computer science CS teachers are
critical to the efforts to expand access
and equity in CS education in our first
national study published in 2021 We
examined the landscape of pre K-12 CS
teachers in the United States in this
detailed and nuanced understanding of
teachers experiences and perceptions of
achieving equity in K-12 CS education
end quote that's from page two power to
summarizes paper into a single sentence
I'd say that it provides recommendations
for the field based on a landscape study
of Cs Educators in the United States all
right in the executive summary it
provides like a very high level overview
of some of the key findings as well as
five recommendations I'm not going to
talk about the recommendations yet so
I'm going to kind of go in the order
that is introduced in this paper so the
first main section is on the
demographics of respondents though 82
percent of the respondents were in
public schools 18 were private the
majority of teachers were in high school
with 58 only 35 percent were middle
school and 25 were in elementary school
and that's by the way out of 2238 Pre-K
States as well as Washington DC and
Puerto Rico now one of the interesting
questions that I kind of have about this
is when they say CES teachers do they
mean computer science teachers or
teachers who are teaching computer
science which I know you might be like
Jared don't do that we're arguing about
semantics here sort of there are some
Educators who 90 of what they do is not
computer science and they might not
identify as computer science teachers or
Educators like I've spoken to some music
educators who their job is music
education but they do computer science
in their classes so they teach computer
science would they be considered part of
this survey or not and I don't know just
because I didn't look at this survey now
picking back up with the demographic
discussion 56 of the teachers who
responded were in a higher income school
or community and only 29 were in a high
population where the students were black
Latin native native Hawaiian Pacific
Islanders to know that the results of
this study although it's great that they
got 2 000 people to respond to it it's
still going to be a little bit off
depending on where you're at so for
example like some states like South
Carolina I don't know if this was like
Dominic Sanders's uh hand in things but
they like had a ton of responses but
then other states had like four not
gonna call out the state that I saw that
only had four there might be some that
have lower but if you want to see how
your state did on this and see whether
or not that you like as a csda chapter
or just as an individual can like help
for the next round of the survey down
the road I'll include a link to this in
the show notes but they have an
interactive map where you can click on
like oh let's filter by a specific State
and see how we responded and what our
results were so I'm going to talk about
the broader overall landscape across the
United States but maybe you'll find
something that is super relevant for
your state and it might have some
different results than what I'm about to
talk about now most of the teachers in
this year's survey 71 said that they
were 100 in person six percent said they
were 100 online and 22 percent of the
respondents said that they were in a
hybrid scenario now back when I did an
episode on the previous round of the
survey which was from episode 83 and for
content Texas is now episode 166 so this
was a while ago the percentage of
teachers who responded that were white
was 75 but this time around the
percentage of teachers who responded
that were white were 68 so there is an
improvement in terms of more diverse
responses from non-white CS Educators
however what I don't know is is that
just because of different people
responding who might not have done it in
the previous round or is that because
it's more diverse than it was in 2021
from a racial demographic perspective
and I don't know if you want to see a
breakdown in terms of like overall
Elementary Middle School High School low
income High income as well as low or
high black Latin native native Hawaiian
and Pacific Islander you can actually
see that on page seven of the report one
of the things that I appreciate in this
round is they have nine percent of the
teachers have a disability status which
it's nice that people are actually
looking into that more so thank you
kudos to the authors and then it breaks
down how 54 overall of teachers are
women and 46 being male and they do note
that less than one percent of
respondents identified as non-binary
thank you for including that as a
non-binary individual I appreciate it
and if you want to see the breakdown
again based on the categories that I
listed with Elementary Middle High
School low income High income low and
high black Latin native native Hawaiian
and Pacific Islander you can find that
on page eight I want to give you just
enough to make you be like oh I really
want to check out this report and not
enough to make you go oh I don't need to
read this report because I think it
would be helpful for anyone to read it
okay on page nine there's a really
interesting breakdown of the courses
taught by the respondents I'm going to
read through each one of these
percentages now you're going to notice
that this is not going to add up to 100
and one of the reasons probably is
because teachers are teaching multiple
different types of classes and grade
levels so 10 of the respondents taught a
standalone pre-k5 CS course 14 Tatton
integrated course in that grade span 20
taught a standalone CS course or six
through eight and fifteen percent were
integrated in that grade level 36
percent taught in intro level high
school CS course six percent taught in
integrated High School CS course 19 A
specialized high school CS course 24
taught an apcs principles class 17
taught an apcsa class and 12 Taunton
other class really curious what's under
the other category do they mean
something other than computer science or
do they just mean some kind of Cs course
that wasn't really categorized in that
area it's the second one that's
intriguing maybe it was like app
development course or something but that
would probably fall under the
specialized high school CS course I
don't know thinking out loud on page 10
they have a breakdown of people who had
Cs and Tech science Majors graduate
degrees credentials or industry
experience this was interesting to take
a look at and I'm gonna leave that there
as a teaser to encourage you to take a
look at this paper another really
interesting breakdown in figure 9 on the
same page on page 10 is they had a
teacher classroom experience breakdown
and they broke this down into Pre-K 12
classrooms and CS classrooms so they
broke it down by early career mid-career
and late career which was 11 plus years
so in the Pre-K 12 classes 21 were an
early career but in the Cs classes 50
percent were in early career which is
zero to four years for the mid-career 31
were in a Pre-K 12 class and in a CS
classroom is 37 and then late career 11
plus years in the Pre-K 12 class was 48
compared to only 14 in the Cs classrooms
that was really interesting pretty
drastic difference between the two
different groups in figure 10 this is on
page 11 so they talk about the community
at large so 33 of respondents were the
sole CS teacher in the school 18 had one
more CS teacher 16 had two more and then
science teachers in their school again
it's not in their District but in their
school and I'm really wondering if that
like three or more is that like a
massive high school or is this just like
in an elementary school where they're
integrating computer science and I don't
know for context I was the only one in
my school we had a few other people in
the district who were doing it in their
school or schools but because it was a
technology pull out that really just
became 100 coding classes we just had
one specialized person to teach that at
each one in the schools which in my
opinion it makes it so that a school can
go further much faster because there's
one person who's able to dive deeper and
really just focus all their efforts on
this as opposed to like yeah I teach
Math and Science and Ela to my fourth
graders and now I'm also having to
integrate CS like it's not going to be
as easy for them to be able to learn
like multiple programming languages or
whatever just the Cs content in general
compared to somebody whose only job is
to focus on that but that's my own
biased opinion and you can disagree with
me and you can disagree with me even on
the podcast if you'd like to there's a
contact me button on my website and I do
a lot more interviews in 2023 so feel
free to hit me up I'll actually talk
about that more in next week's episode
alright so on page 11 on figure 11 they
actually have a discussion on the level
of support received by CS teachers so
this how supported CS teachers feel and
what's interesting is the spread overall
is between 69 and 84 so it's a
relatively small spread across
categories like have the materials
supplies equipment and space necessary
to do my job have the professional
support necessary to be a successful CS
teacher I have the opportunity to
collaborate with other CS teachers and
feel part of a community of Cs teachers
the fact that like an average of three
out of four teachers feel supported in
all those areas that's actually pretty
good especially given that CS is a
relatively new field so I know that some
states haven't really had the time to be
able to develop systems of support for
CS Educators like sometimes there have
been teachers who are just kind of
getting started with cs before they've
even gotten like policies in place to
develop CS standards or adopt csta's CS
standards or even like mandate it in a
school or whatever so that's pretty high
numbers in my opinion and is good it's
certainly much better than people
feeling under-supported now there's
certainly room for improvement here but
what I didn't look at is how how would
these numbers compare in like each one
in the states so like if you are in I
don't know Wyoming shout out to everyone
in Wyoming do the respondents there feel
as supported as in other states I don't
know maybe the interactive map can help
you with that but again maybe we didn't
get enough respondents from that state
and we might need to get some more now
if we flip the other side to challenges
for gaining support in CS education the
two main categories is that they had
were lack of admin support and lack of
counselor support So in high school the
lack of counselor support was high it
was 32 percent but then in elementary
school it was low 13 and the middle
school is 17 that makes sense in my
opinion becomes more of an elective
typically speaking in most high school
contexts compared to Elementary where
it's usually mandated but then if we
look at the lack of admin support this
was a spread between 26 and 29 with
Elementary Educators being at 29 27 for
middle school and 26 for high school
that was interesting consistent now
another interesting finding and this
kind of makes sense so page 12 it talks
about teachers confidence in being able
to promote Equitable computer science at
the school district and state levels so
at the school level 74 percent of
respondents said yeah I feel comfortable
or confident promoting Equitable CS but
at the district level is only 56 and the
state level it was only 44 honestly 44
is higher than I thought I don't know
what the respondents thought of as being
able to promote it at the state level
maybe it just means by voting or maybe
it means by like being on committees or
a part of like csta's local chapters or
something and I don't know but with that
being said one of the things that you
might be able to have like in a like a
csta chapter Meetup is talking about
well how might we actually increase
confidence in promoting Equitable CS at
district and state levels not just at
the school level although there's
obviously still room for improvement
there so maybe that's the topic of
future discussion with your local
chapter which if you want to learn more
about csta chapters check out the
interview that I did with Jason Bourne
I'll include a link to that in the show
notes as well as an interview that I did
with Dominic Sanders who I mentioned
earlier now here's an another really
interesting question that they asked so
they asked for teachers a sense of
agency in Shifting the students's Cs
perceptions so 81 of respondents said
that they felt that they could help
students believe they could do well in
computer science 77 said that they would
help students value learning computer
science but only 61 percent thought that
they could motivate students who show
low interest in computer science I
wonder what grade level breakdown that
would be I imagine that the motivating
students with low interest would be a
problem in mandatory classes but not so
much when students elect to take them
that's just speaking from my own
experience like in music education and
computer science education from
kindergarten all the way through
graduate students most the time when
students are electing to take something
they're more interested than when
they're required to take it and if
they're paying to attend then they're
usually more motivated than if they're
not but again if this is like required
like for graduate school or something
they might not be super motivated to
learn something so I'd be really
interested to see what the breakdown is
for those particular questions but
that's an interesting finding I found
for myself that the best way to motivate
students was to focus on their interests
first and make that a 100 priority of
everything they were doing in the class
which is why the curriculum that I
created for free at boot up professional
developments which is at boot.pd.org is
all about interest driven learning and
starting in 2023 I'm actually creating
my own new CS content on YouTube on my
own channel to specifically focus on
helping students learn to explore their
interests through computer science stay
tuned figure 15 on page 13 has a really
interesting finding but they say that 47
of respondents talk about digital
citizenship 40 talk about impacts of
computing which is one of the standards
for csta so I kind of hope that would be
higher cough cough it's an entire strand
uh 42 of the respondents said that they
talk about ethics but only 20 so that
they talk about accessibility check out
the interviews that I did with my Israel
Jesse wrath gibber Andreas stefek as
well as some of the other papers that
I've tagged as accessibility to learn
more about how you might be able to
increase that so instead of being among
the 80 of people who don't currently
talk about accessibility you can become
some of the 20 who do all right so page
and their own perceptions of effectively
teaching with identity inclusive
pedagogy if I remember correctly last
year's survey said that 40 roughly of
the respondents didn't think we needed
to discuss equity in CS so this is
actually broken down even more than it
was last year and they instead of
referring to it as Equity they talk
about identity inclusive pedagogy which
kudos to the author on that word choice
I think that is less polarizing than the
word equity which I don't think that
word should be polarizing I'm a fan of
equity work if this is your first time
listening you've never heard me before
got a bunch of podcasts to talk about it
but going with identity inclusive
pedagogy I think may have been easier
for some people to digest because this
time it was roughly 30 of people who
didn't think we needed to talk about
racism sexism ableism and other
inequalities in CS classrooms so maybe
again this is just like a sampling
difference in terms of getting different
participants to respond but instead of
talk about that now in terms of
confidence overall it was like in the
low 70 percent for most of these
responses so 71 of respondents said that
they felt comfortable or confident with
using inquiry-based strategies 65 said
using culturally relevant pedagogy to
support student learning was a
confidence areas that was the lowest one
that they had the highest response was
confidence in teaching students from
diverse backgrounds which is good
because I'd argue that most classes are
going to be very diverse depending on
how you look at it how many layers of
culture you go down talked about that
more in detail in other episodes but 71
of the respondents felt confident with
teaching students with IEPs or 504 plans
which would be nice if that were a
little bit higher but almost
three-fourths is better than the
opposite of that 74 confident with using
a variety of assessment strategies
actually just did a couple of
assessments episodes you want to check
those out for that 26 if you don't feel
super comfortable with that yep 74
respondents felt confident adjusting
lessons to the proper level for
individual students I wonder if that's
like you can't really adjust some
lessons if you're using like a can
curriculum so that's just me thinking
out loud as somebody who's written
curriculum for a few years now and then
conversations around the impacts and
ethics of computing which is great they
feel comfortable with that but it's
concerning that only 40 percent of
respondents actually talked about
impacts of computing in their classrooms
so the remaining percentage 33 might
need to do it more now going back to
what I was talking about with roughly 30
not feeling comfortable talking about
like racism Etc so it was 69 of the
respondents did feel comfortable with
that now if we talk about some other
identity inclusive pedagogies that
discuss on page 14. 87 felt that they
were effective at incorporating diverse
cultures and experiences into classroom
lessons and discussions and 93 felt that
they could connect students prior
knowledge with cs Concepts than that it
would lead to deeper learning so that's
great for a number of reasons one is
they broke it down into different
categories that they were looking at and
then two those numbers are better again
relating to equity in particular all
right so all my PD providers perk your
ears up page 15. here are teachers who
have their own self-identified
professional development needs 33
percent of teachers felt that they could
continue to improve applying CS
practices like computational thinking 21
felt that they could continue to improve
applying knowledge of computing systems
programs and interpreting algorithms 16
felt that they could improve modeling
networks and the internet sixteen
percent felt they could improve using
and analyzing data and 15 felt they
could improve planning projects that
have personal meaning to students I'm
glad that was the lowest one maybe it's
because the majority of respondents use
the curriculum at boot.pd.org that I
wrote wink wink nudge nudge I'm just
kidding but seriously though I am happy
to see that the majority of the teachers
felt like they didn't need to focus on
that but instead need to focus more on
applying CS practices knowledge Etc
here's a really important quote from a
CS teacher from Michigan and this is
from page 15. quote I need more access
to professional development our school
district has a very limited budget and I
am only able to participate in funded
conferences and events end quote snaps
to that I remember what it was like
being on an only income to people on a
teacher salary it was hard to get to
conferences and whatnot especially when
it's like across the country you gotta
fly on average I estimated that each one
of the like presentations that I did at
different conferences including
registration food Hotel airfare car Etc
all that came to generally speaking
about a thousand dollars per trip that's
a lot of money so if there are ways to
fund teacher professional development
I'm sure they'd participate more they
just might not be able to get there or
might not have the money to do the
registration costs so if you are part of
like a csta chapter maybe you can find
ways to fundraise to provide
sponsorships or scholarships to teachers
whether it's to reimburse travel costs
or registration costs or whatever like
the Arizona csta chapter where I'm the
treasurer of like we've done what I
think is a great job at trying to
support people coming from out of town
like into Phoenix for the Cs
professional development but another
thing if you're in like a CS
organization may be partnering with
corporations or large donors or whatever
to help cover those costs because it's a
real struggle for a lot of people page
researchers like people who work on like
NSF grants I'd really pay attention to
figure 19 in particular so these are the
top challenges identified by teachers in
teaching computer science so 30 of
respondents said that there was a lack
of academic priority 29 felt that there
were too many preps or other
responsibilities like bus Duty or lunch
duty or other duties 28 felt that there
was a lack of support or interest or
knowledge by the Admin 26 percent felt
that there were scheduling constraints
lack of hardware and software resources
and then 26 felt that there was a lack
of student interest or enrollment if I
were writing a grant right now like for
the February submission for rotting
participation NSF or the EHR racial
Equity Grant coming up in March I'd be
citing those figures and then figure 20
talks about teacher perceptions on the
importance of computer science but like
no surprise it ranged between 94 and 85
percent I mean you're asking CS teachers
do you think your job is valuable or
worthwhile I mean I'd hope they say yes
but that gets into the next section
starting on page 17. so they talk about
recommendations so there are five
recommendations based off of their
findings so the first recommendation is
to recruit retain and diversify the pool
of computer science teachers and they
provide some actions for teachers admin
policy makers and curriculum or PD
providers I highly recommend taking a
look at those actions on page 18. their
next recommendation is to prioritize CSS
as as a core subject with universal
participation throughout pre-k12
education and again they have some
actions for that that's on page 19. well
I totally agree with recommendation
number one I respectfully am skeptical
about recommendation number two I think
the more core subjects quote unquote
that we add to our plate the more it's
going to dilute what's already being
discussed and I think rather than making
more classes mandatory for everybody I
think we should make it so that we have
less mandatory classes and allow
students to actually specialize by
diving deeper in the areas that they
want to so instead of spending 10
percent of your time on 10 core classes
this is just like some fake math to make
a point instead maybe you only spend I
don't know 30 percent of your time on
core classes and 70 of your time diving
deeper into an area you want to
specialize it might be computer science
or it might be like in my case music I
took whatever was necessary in order to
get the classes to get into college and
then the rest of my electives I mainly
spend and focusing on music classes so I
did band I also performed in the
orchestra did marching band all these as
a percussionist I even came in on
lunchtime taught the Freshman Etc if I
could specialize even more than I did
that would have been great but as we
continue to add more and more classes
that are core or mandatory which kind of
takes away from the other ones that are
core so if you get computer science as a
core class now great in two or three
years there's gonna be another
organization or field that comes up and
it's like we have an equally valued
argument why this class should also be
core like I don't know mental health
that I think should be a core subject
that we focus on but we don't what about
social media discourse and like just how
to communicate build relationships treat
other people that could be a core
subject area so an interpersonal
relationship course you might be like
yeah Jared those can be embedded in
other classes yeah so computer science
and I disagree with that too but anyways
I'm in a ranty mood I guess so I'm just
gonna go on to recommendation three this
one is to invest in ongoing training for
CS teachers and as their our own finding
show there's an interest in that and
there might be some constraints as to
why they're not able to do that so they
provide some actions again for teachers
admit and policymakers curriculum and PD
providers that's on page 20 and I'm in
full support of that in recommendation
number four they recommend providing
curriculum resources and training that
are aligned with identity inclusive
topics and approaches totally agree
their actions that they recommend around
resource for that like there's so many
interviews with some wonderful people on
the show that talk about identity
inclusive approaches topics Etc and just
listening to that is an excellent way to
get some new insights or ideas or
approaches whatever or your own
classroom and then these like unpacking
scholarship episodes hopefully also
provide some help for you in that area
the last recommendation that they
provide is connecting CS teachers to
collaborative communities and then
provide some recommendations or some
actions on page 22. I totally agree with
that so one of the things that they
mention is like attending the csta
meetups like the chapter meetings or for
the conference or the pde provider
Summits Etc like there's so many
excellent ways that you can connect with
other people specifically through csda
that I highly recommend if you feel like
you're the only person or you literally
are the only person in your school or
District or whatever teaching computer
science and you feel alone there are so
many people out there who are able to
connect with you remotely so I highly
recommend taking a look at those actions
that are on there they do include links
to like how to become a member of csta
or join your local chapter Etc but those
are the key findings and then some of
the recommendations that they provide
again I highly recommend actually
reading through this particular paper
and when you do so what I recommend is
thinking through how does this report
inform your own practices in computer
science education or the kind of impact
you want to have and then what questions
could they ask in the next iteration of
this kind of survey having read through
the previous one in 2021 and then this
year's survey that came out I'm really
happy to see some of the changes that
they made knowing most of the people who
are on this uh committee who work on
this report they're very open to
feedback so if you got some ideas on how
they might improve it I'd highly
recommend reaching out but anyways thank
you so much for listening to this
episode I hope you enjoyed it if you did
consider leaving a review or even better
sharing it with somebody else who's not
heard of this podcast being 166 episodes
in I realized that the hashtag csk8 does
not really give a great identifying name
for what this podcast is about no
Rugrats but word of mouth I think is
probably the best way to help spread the
resources and ideas that are shared in
this podcast if you want to do that I
mean if you got this far into the
episode and you don't want to do that
that's interesting but regardless thank
you so much for everyone who lives in
stay tuned next week for another episode
it's gonna be a short one I'm gonna talk
to you about what's happening in 2023
but until then hope you're all staying
safe and are having a wonderful week

Article

Koshy, S., Twarek, B., Bashir, D., Glass, S., Goins, R., Cruz Novahatski, L., & Scott, A. (2022). Moving towards a vision of equitable computer science: Results of a landscape of PreK-12 CS teachers in the United States.

Executive summary (Excerpt)

“Given technology’s significant role in society, our educational systems must ensure that all students have access to a robust and rigorous computer science education to prepare them to participate in the global economy and to contribute to a more equitable tech-driven future. As such, computer science (CS) teachers are critical to the efforts to expand access and equity in CS education. In our first national study published in 2021, we examined the landscape of PreK-12 CS teachers in the United States. In this 2022 follow-up study, we sought a more detailed and nuanced understanding of teachers’ experiences and perceptions of achieving equity in K-12 CS education” (p. 2).

My One Sentence Summary

This paper provides recommendations for the field based on a landscape study of CS educators in the United States.

Some Of My Lingering Questions/Thoughts

How does this report inform your own practices in CS education?
- What questions could they ask in the next iteration of this kind of survey?

Resources/Links Relevant to This Episode

Other podcast episodes that were mentioned or are relevant to this episode
- Accessible CS Education through Evidence-based Programming Languages with Andreas Stefik
  - In this interview with Andreas Stefik, we discuss the importance of using evidence-based programming languages, problems with the lack of replication in CS education scholarship and academia in general, the importance of designing for accessibility and disabilities, lessons learned designing Quorum (an accessible programming language and platform), and much more.
- Accessibility and Inclusion in CS Education with Maya Israel
  - In this interview with Maya Israel, we discuss Maya’s shift from special education into CS education, the importance of universal design for learning (UDL) in CS classes, understanding the spectrum of accessibility for students with a diverse set of needs, the current status of accessibility and inclusion within the field of CS education, problematize deficit framings of students with disabilities, and so much more.
- Connecting with and Listening to Students with Dominick Sanders
  - In this interview with Dominick Sanders, we discuss the importance of connecting with and listening to students, the impact of being a positive role model for kids, considering equity for individuals and across the entire state of South Carolina, what Dominick learned through their experience with Xposure STEM, Dominick’s plan for improving CS in South Carolina, Dominick’s experience with CSTA’s Equity Fellowship, how Dominick continues to learn and grow as a CS educator, thinking through intersectionality in relation to representation, and so much more.
- Exploring (Dis)Ability and Connecting with the Arts with Jesse Rathgeber
  - In this interview with Jesse Rathgeber, we discuss what educators should know about (dis)ability culture and research, person-first language vs identity-first language, suggestions for combating ableism through anti-ableist practices, how the arts and CS can come together and learn from each other (great for sharing with arts educators who might be interested in CS), and much more.
- How to Get Started with Computer Science Education
  - In this episode I provide a framework for how districts and educators can get started with computer science education for free.
- Lessons Learned From CSTA Chapters Across the United States with Jason Bohrer
  - In this interview with Jason Bohrer, we discuss lessons learned coming into computer science education from another subject area, lessons learned working with CSTA chapters across the country (and during a pandemic), how CSTA has impacted the field and continues to evolve over time, how Jason continued to learn about CS without getting burned out, considering equity and inclusion when recruiting for CS education, CSTA’s new CS Teacher Standards, and much more.
- The Computer Science Teacher Landscape: Results of a Nationwide Teacher Survey
  - In this episode I unpack Koshy, Martin, Hinton, Scott, Twarek, and Davis’ (2021) publication titled “The Computer Science Teacher Landscape: Results of a Nationwide Teacher Survey,” which provides recommendations for the field based on a summary of findings on teacher demographics, current challenges for CS educators, and the state of cultural relevance in CS education.
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