K-12 Teachers' Perceptions of Computer Scientists: Insights from an Equity-Oriented Professional Learning Community

Guided by visual and content analysis, this work-in-progress paper explored the perceptions of kindergarten to grade 12 teachers regarding computer scientists and how participation in professional learning communities has influenced their perspective on the field of computer science. Sixteen educators participated in an equity-oriented professional learning community hosted at a major university in New Jersey. An interdisciplinary team of university faculty in computer science and teacher education collaborated to share their relative areas of expertise and develop the equity-oriented and inclusive 2-year grant program. Qualitative visual and content analysis of a draw-a-computer-scientist task revealed that participants depicted computer scientists actively engaged in computer usage, binary coding, and programming. The results revealed that participants held a belief that anyone, regardless of gender, race, or age, has the potential to become a computer scientist. Given the commitment among participants to promote gender equity and inclusivity, this study documents and argues that well-structured professional learning community programs are crucial for teachers to reflect on their beliefs, broaden their perspectives on computer science, promote equity and inclusivity, and empower them, especially female teachers and underrepresented minorities, to become role models for their students.