The creation of a computer science (CS) workforce is stifled and more often blocked by regulations and policies which create a chasm in the access for African-American students (AAS) to have a quality computer science education in the k12 space. With the passing of Georgia Senate Bill 108 and 32 states adopting similar policies which require all middle and high schools to offer at least one CS class, along with Georgia Professional Standards Commission (GaPSC) requirements, resources and trained educators to meet those needs were absent. This perspective on equity provides a unique and research-informed educational model that centers the needs of the student to create a significant increase of qualified, culturally-relevant trained, and passionate CS educators. This work will address many of the barriers to producing more CS teachers by identifying the pool of CS educators, addresses credentialing time, compensation, course load, and offers a model that draws upon an untapped pool to unblock the production of CS educators.
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Valerie Bennett (2024) studied this question.
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