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

• Published in: TechTrends Vol. 66; no. 3; pp. 459 - 467
• Main Author: Ren, Xinyue
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.05.2022; Springer; Springer Nature B.V
• Subjects: Barriers; Beliefs; Classroom Environment; Communities of Practice; Computer science; Computer Science Education; Cooperative Learning; Course Content; Curriculum Design; Declining Enrollment; Disproportionate Representation; Education; Educational Technology; Engineering Education; Experiential Learning; Females; Feminism; Gender Bias; Gender Discrimination; Influence of Technology; Instructional Effectiveness; Instructional Innovation; Learner Engagement; Learning; Learning and Instruction; Literature Reviews; Minority Group Students; Negative Attitudes; Original Paper; Pedagogy; Reflection; Researchers; School Culture; School Holding Power; Science education; Science Instruction; Self Efficacy; Sex Fairness; Sex Stereotypes; Software; Student Empowerment; Students; Teaching Methods; Computer science; Women students; Gender gaps; Feminist pedagogy; Women of color
• ISSN: 8756-3894; 1559-7075
• DOI: 10.1007/s11528-022-00728-7

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.