DOI
https://doi.org/ 10.36837/chapman.000771
Abstract
Background and Context. Equity-focused CS teaching is often prescribed as a solution for addressing disparities in K–12 CS participation and disengaging student experiences. However, adopting such an orientation can be challenging as it pushes educators to shift their teaching beliefs, identity, and practices. Objective. This study examines how the personal and professional experiences of four high school CS teachers influenced their paths to becoming equity-oriented practitioners. We illustrate variation in these developmental trajectories and advance theory building around equity-focused CS teacher identity development. Method. We utilized a multiple-case narrative inquiry approach, collecting data through in-depth, semi-structured interviews that included a photo elicitation component. The stories were analyzed using the Dynamic Systems Model of Role Identity framework. Findings. Past educational and professional experiences shaped teachers’ current goals, often fueling their commitment to ensuring student access and representation. Initial experiences in the CS education community also influenced teachers' self-perceptions and perceived action possibilities, highlighting the role of supportive professional networks as teachers navigated systemic challenges and persistent feelings of being an outsider. Implications. This work provides concrete examples of how CS teachers weave equitable approaches into their classrooms, offering guideposts for professional learning providers, such as focusing on community building and supporting teacher advocacy. For the research community, the findings identify candidate relationships among teachers’ experiences, beliefs, goals, self-perceptions, and perceived action possibilities that can inform theory building around equity-focused CS teacher identity development.
Publication Date
2026
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Hubbard, Aleata and Tsan, Jen
(2026)
"A Narrative Analysis of Equity-focused CS Educators: A Multiple Case Illustration,"
Journal of Computer Science Integration: Vol. 8:
Iss.
1, Article 2.
Available at:
https://digitalcommons.chapman.edu/jcsi/vol8/iss1/2