Professional Development Workshops for Faculty on Addressing Implicit Bias in Computer Science Education
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| Title: | Professional Development Workshops for Faculty on Addressing Implicit Bias in Computer Science Education |
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| Language: | English |
| Authors: | Sandie Han, Diana Samaroo, Janet Liou-Mark, Boyan Kostadinov, Johann Thiel, Suhua Zeng |
| Source: | Mathematics Teaching Research Journal. 2025 17(4):80-97. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Office of Postsecondary Education (OPE) (ED), Minority Science and Engineering Improvement Program (MSEIP) |
| Contract Number: | P120A150063 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, College Faculty, Faculty Development, Teacher Workshops, Computer Science Education, Bias, Minority Serving Institutions, Undergraduate Study, Inclusion, Classroom Environment, Teacher Attitudes, Gender Bias, Sex Fairness, Equal Education, Best Practices, Problem Solving, Computation, Thinking Skills, Gender Discrimination |
| Geographic Terms: | New York (New York) |
| ISSN: | 2573-4377 |
| Abstract: | The "Understanding Implicit Bias" workshops were offered to Science, Technology, Engineering, and Mathematics (STEM) faculty at an urban minority-serving undergraduate institution with a focus on addressing the gender gap in computer science. The workshops aimed to raise awareness of implicit (unconscious) biases and provide practical strategies for addressing them, fostering a more inclusive classroom environment. Analysis of pre- and post-survey responses indicated an increase in participants' awareness of implicit biases in their discipline and a greater openness to taking steps to address them, suggesting the workshops' potential impact on promoting inclusive teaching practices. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485889 |
| Database: | ERIC |
| Abstract: | The "Understanding Implicit Bias" workshops were offered to Science, Technology, Engineering, and Mathematics (STEM) faculty at an urban minority-serving undergraduate institution with a focus on addressing the gender gap in computer science. The workshops aimed to raise awareness of implicit (unconscious) biases and provide practical strategies for addressing them, fostering a more inclusive classroom environment. Analysis of pre- and post-survey responses indicated an increase in participants' awareness of implicit biases in their discipline and a greater openness to taking steps to address them, suggesting the workshops' potential impact on promoting inclusive teaching practices. |
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| ISSN: | 2573-4377 |
