Full metadata
Title
A Practical Application of Culturally Responsive Pedagogy in Computer Science
Description
Culturally responsive teaching refers to an approach to teaching and learning that facilitates the achievement of all students by including content that is relatable to all cultures and creating a culturally supported and learner-centered environment. The CSE 110 course at ASU would greatly benefit from the incorporation of culturally relevant learning, as it would help them thrive in their chosen field of study while being able to uphold and value cultural relevance. The incorporation of culturally relevant pedagogy would further help students from marginalized communities feel more accepted and capable of thriving in STEM education.
We began our research by first understanding the foundations of culturally responsive pedagogy, including how it is currently being used in classrooms. Concurrently, we studied the CSE 110 curriculum to see where we can implement this teaching strategy. Our research helped us develop a set of worksheets. In the second semester of our research, we distributed these worksheets and a set of control worksheets. Students were randomly assigned to an experiment or control group each of the four weeks of the study. We then analyzed this information to quantitatively see how culturally responsive pedagogy affects their outcomes. To follow up we also conducted a survey to get some qualitative feedback about student experience. Our final findings consisted of an analysis of how culturally responsive pedagogy affects learning outcomes in an introductory computer science course.
Date Created
2024-05
Contributors
- Sathe, Isha (Author)
- Tripathi, Tejal (Co-author)
- Mane, Rhea (Co-author)
- Tadayon-Navabi, Farideh (Thesis director)
- Nkrumah, Tara (Committee member)
- Barrett, The Honors College (Contributor)
- School of Mathematical and Statistical Sciences (Contributor)
- Computer Science and Engineering Program (Contributor)
- Dean, W.P. Carey School of Business (Contributor)
Topical Subject
Resource Type
Extent
62 pages
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Series
Academic Year 2023-2024
Handle
https://hdl.handle.net/2286/R.2.N.192429
System Created
- 2024-04-11 11:24:30
System Modified
- 2024-05-15 06:45:14
- 5 months 4 weeks ago
Additional Formats