Skip to main content

Advertisement

SpringerLink
Log in

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

  • Original Paper
  • Published:
TechTrends Aims and scope Submit manuscript

Abstract

The participation and engagement of traditionally underrepresented students remained low in computer science subjects and career paths, especially women and women of color. In terms of the urgent need to achieve intellectual diversity within the computer science field, many institutions strived to broaden the participation of women and women of color in computer science programs. However, access does not mean success. Effective pedagogical interventions are essential to change the classroom culture to support the retention and completion of women students in computer science. Research showed the promise of feminist pedagogy in eliminating gendered stereotypes, biases, and oppressions perpetuated within computer science education. The purpose of this article is to discuss course design considerations while adopting feminist pedagogy to promote gender parity in computer science, as indicated in feminist consciousness, collaborative learning, and reflexive learning. Further research and interventions are needed to address inequality issues in computer science in other contexts.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Agbo, F. J., Sanusi, I. T., Oyelere, S. S., & Suhonen, J. (2021). Application of virtual reality in computer science education: A systemic review based on bibliometric and content analysis methods. Education Sciences, 11, 1–23.

    Article  Google Scholar 

  • Ali, S. (2005). Effective teaching pedagogies for undergraduate computer science. Mathematics & Computer Education, 39(3), 243–257.

    Google Scholar 

  • Amirtham S, N., & Kumar, A. (2021). Gender parity in STEM higher education in India: A trend analysis. International Journal of Science Education, 43(12), 1950-1964.

  • Buffum, P. S., Frankosky, M., Boyer, K. E., Wiebe, E. N., Mott, B. W., & Lester, J. C. (2016). Collaboration and gender equity in game-based learning for middle school computer science. Computing in Science & Engineering, 18(2), 18–28.

    Article  Google Scholar 

  • Cannizzo, H. A. (2021). Implementing feminist language pedagogy: Development of students’ critical consciousness and L2 writing. Education Sciences, 11, 1–15. https://doi.org/10.3390/educsci11080393

  • Chai, A., Le, J. P., Lee, A. S., & Lo, S. M. (2019). Applying graph theory to examine the dynamics of student discussions in small-group learning. CBE-Life Sciences Education, 18(29), 1–12.

    Google Scholar 

  • Charleston, L. J., George, P. L., Jackson, J. F. L., Berhanu, J., & Amechi, M. H. (2014). Navigating underrepresented STEM spaces: Experiences of black women in U.S. computing science higher education programs who actualize success. Journal of Diversity in Higher Education, 7(3), 166–176.

  • Convertino, C. (2020). Nuancing the discourse of underrepresentation: A feminist post-structural analysis of gender inequality in computer science education in the US. Gender and Education, 32(5), 594–607.

    Article  Google Scholar 

  • D’Ignazio, C., & Klein, L. F. (2019). Data feminism. MIT Press.

    Google Scholar 

  • Dahya, N., Jenson, J., & Fong, K. (2017). (En)gendering videogame development: A feminist approach to gender, education, and game studies. The Review of Education, Pedagogy, and Cultural Studies, 39(4), 367–390.

    Article  Google Scholar 

  • Despain, J. (2016). A feminist digital humanities pedagogy beyond the classroom. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 26(1), 64–73.

  • Drabowicz, T. (2014). Gender and digital usage inequality among adolescents: A comparative study of 39 countries. Computers & Education, 74, 98–111.

    Article  Google Scholar 

  • Eagly, A. H. (2021). Hidden in plain sight: The inconsistent gender gaps in STEM and leadership. Psychological Inquiry, 32(2), 89–95.

    Article  Google Scholar 

  • Farahmand, F., Grossklags, J., Mirkovic, J., & Newhouse, B. (2021). Integrating cybersecurity and artificial intelligence research in engineering and computer science education. IEEE Security & Privacy, 19(6), 104–110.

    Article  Google Scholar 

  • Fragou, O., & Mavroudi, A. (2020). Exploring internet of things, mobile computing and ubiquitous computing in computer science education: A systematic mapping study. International Journal of Technology in Education and Science, 4(1), 72–85.

    Article  Google Scholar 

  • Friedman-Sokuler, N., & Justman, M. (2020). Gender, culture and STEM: Counter-intuitive patterns in Arab society. Economics of Education Review, 74, 1–16. https://doi.org/10.1016/j.econedurev.2019.101947

  • Garay, G. R., Tchernykh, A., Drozdov, A. Y., Garichev, S. N., Nesmachnow, S., & Torres-Martinez, M. (2019). Visualization of VHDL-based simulations as a pedagogical tool for supporting computer science education. Journal of Computational Science, 36, 1–8.

    Article  Google Scholar 

  • Gee, E., Tran, K. M., & Parekh, P. (2020). Designing analog games that engage girls with computer science concepts. International Journal of Designs for Learning, 11(2), 17–26.

    Article  Google Scholar 

  • Goode, J., Johnson, S. R., & Sundstrom, K. (2020a). Disrupting colorblind teacher education in computer science. Professional Development in Education, 46(2), 354–367.

    Article  Google Scholar 

  • Goode, J., Peterson, K., Malyn-Smith, J., & Chapman, G. (2020b). Online professional development for high school computer science teachers: Features that support an equity-based professional learning community. Computing in Science & Engineering, 22(5), 51–59.

    Article  Google Scholar 

  • Goode, J., Ivey, A., Johnson, S. R., Ryoo, J. J., & Ong, C. (2021). Rac(e)ing to computer science for all: How teachers talk and learn about equity in professional development. Computer Science Education, 31(3), 374–399.

    Article  Google Scholar 

  • Grissom-Broughton, P. A. (2020). A matter of race and gender: An examination of an undergraduate music program through the lens of feminist pedagogy and Black feminist pedagogy. Research Studies in Music Education, 42(2), 160–176.

    Article  Google Scholar 

  • Happe, L., Buhnova, B., Koziolek, A., & Wagner, I. (2021). Effective measures to foster girls’ interest in secondary computer science education: A literature review. Education and Information Technologies, 26, 2811–2829.

    Article  Google Scholar 

  • Hill, A. M., & Weiger, S. (2021). Remaking relationships: Renewing the college “family” course through collaborative, feminist pedagogy. Pedagogy, 21(1), 179–191.

    Article  Google Scholar 

  • Hodges, S., Sentance, S., Finney, J., & Ball, T. (2020). Physical computing: A key element of modern computer science education. IEEE, 53(4), 20–30.

    Google Scholar 

  • Hooks, b. (2003). Teaching community: A pedagogy of hope (1st ed., pp. 216). Routledge.

  • Jones, S. T., & melo, n. a. (2021). We tell these stories to survive: Towards abolition in computer science education. Canadian Journal of Science, Mathematics & Technology Education, 21(2), 290-308.

  • Koseoglu, S. (2020). Access as pedagogy: A case for embracing feminist pedagogy in open and distance learning. Asian Journal of Distance Education, 15(1), 277–290.

    Google Scholar 

  • Lopez-Fernandez, D., Gordillo, A., Alarcon, P. P., & Tovar, E. (2021). Comparing traditional teaching and game-based learning using teacher-authored games on computer science education. IEEE Transactions on Education, 64(4), 367–373.

    Article  Google Scholar 

  • Malazita, J. W., & Resetar, K. (2019). Infrastructures of abstraction: How computer science education produces anti-political subjects. Digital Creativity, 30(4), 300–312.

    Article  Google Scholar 

  • Michell, D., Szorenyi, A., Falkner, K., & Szabo, C. (2017). Broadening participation not border protection: How universities can support women in computer science. Journal of Higher Education Policy and Management, 39(4), 406–422.

    Article  Google Scholar 

  • Michell, D., Szabo, C., Falkner, K., & Szorenyi, A. (2018). Towards a socio-ecological framework to address gender inequity in computer science. Computers & Education, 126, 324–333.

    Article  Google Scholar 

  • Miner, M. A. (2019). Unpacking the monolith: Intersecting gender and citizenship status in STEM graduate education. International Journal of Sociology and Social Policy, 39(9/10), 661–679.

    Article  Google Scholar 

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

    Article  Google Scholar 

  • Montgomery, B. L. (2018). Building and sustaining diverse functioning networks using social media and digital platforms to improve diversity and inclusivity. Frontiers in Digital Humanities, 5, 1–11. https://doi.org/10.3389/fdigh.2018.00022

  • Moreno Sandoval, C. D., Hernández Saca, D. I., & Tefera, A. A. (2021). Interactional rights of teachers and students in computer science and special education: Implications for urban schooling. Urban Education, 56(5), 675–704.

    Article  Google Scholar 

  • Musil, C. (2008). Feminist pedagogy: Middle aged and still transforming classrooms. On Campus with Women, 37(2), 3–3.

    Google Scholar 

  • Oldham, J. (2021). Computer science for all? As a new subject spreads, debates flare about precisely what is taught, to whom, and for what purpose. Education next, 21(4), 44–51.

    Google Scholar 

  • Rachmatullah, A., Mayhorn, C. B., & Wiebe, E. N. (2021). The effects of prior experience and gender on middle school students’ computer science learning and monitoring accuracy in the Use-Modify-Create progression. Learning and Individual Differences, 86. Retrieved December 2, 2021, from https://www.sciencedirect.com/science/article/pii/S1041608021000200

  • Rhoades, M. J. (2008). Addressing the computing gender gap: A case study using feminist pedagogy and visual culture art education [Doctoral dissertation, Ohio State University]. OpenDissertations.

  • Romero-Hall, E. (2021). How to embrace feminist pedagogies in your courses. AECT Interactions. Retrieved February 1, 2022, from https://interactions.aect.org/how-to-embrace-feminist-pedagogies-in-your-courses/

  • Rosenblum, L. M., & Harris, L. (2019). Passing through: Feminist digital pedagogy and failure in the general education classroom. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 29(1), 30–48.

  • Ryoo, J. J. (2019). Pedagogy that supports computer science for all. ACM Transactions on Computing Education, 19(4), 1–23.

    Article  Google Scholar 

  • Ryoo, J. J., Margolis, J., Lee, C. H., Sandoval, C. D. M., & Goode, J. (2013). Democratizing computer science knowledge: Transforming the face of computer science through public high school education. Learning, Media, and Technology, 38(2), 161–181.

    Article  Google Scholar 

  • Santo, R., DeLyser, L. A., & Ahn, J. (2020). Negotiating equity priorities within systems change: A case study of a district-level initiative to implement K12 computer science education. Computing in Science & Engineering, 22, 7–19.

    Article  Google Scholar 

  • Sharpe, C. T. V., & Rothenberg, J. (2018). Move slow and fix things: Teaching computer science majors to decode discrimination and design diverse futures. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 28(2), 202–209.

  • Sözeri, M. C., & Kert, S. B. (2021). Ineffectiveness of online interactive video content developed for programming education. International Journal of Computer Science Education in Schools, 4(3), 1–14.

    Article  Google Scholar 

  • Tzovara, A., Amarreh, I., Borghesani, V., Chakravarty, M. M., DuPre, E., Grefkes, C., Haugg, A., Jollans, L., Lee, H. W., Newman, S. D., Olsen, R. K., Ratnanather, J. T., Rippon, G., Uddin, L. Q., Bringas Vega, M. L., Veldsman, M., White, T., & Badhwar, A. (2021). Embracing diversity and inclusivity in an academic setting: Insights from the organization for human brain mapping. NeuroImage, 229(1), 1–11.

    Google Scholar 

  • Vakil, S. (2020). ‘I’ve always been scared that someday I’m going to sell out’: Exploring the relationship between political identity and learning in computer science education. Cognition and Instruction, 38(2), 87–115.

    Article  Google Scholar 

  • Washington, N., Barnes, T., Payton, J., Dunton, S., Stukes, F., & Peterfreund, A. (2019). RESPECT 2019: Yes, we still need to talk about diversity in computing. Computing in Science & Engineering, 21, 79–83.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Patton College of Education, Ohio University, Athens, OH, 45701, USA

    Xinyue Ren

Authors
  1. Xinyue Ren
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Xinyue Ren.

Ethics declarations

Conflict of interests

The author declares that there is no conflict of interest pertaining to this research.

Human participants

The research does not include human or animal participants.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Ren, X. Adopting Feminist Pedagogy in Computer Science Education to Empower Underrepresented Populations: A Critical Review. TechTrends 66, 459–467 (2022). https://doi.org/10.1007/s11528-022-00728-7

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11528-022-00728-7

Keywords

Search

Navigation