Positioning HBCUs as Sites to Support Computer Science Teachers in Culturally Diverse School Districts

This experience report positions HBCUs as hosting sites for a community of practice for computer science teachers in culturally diverse districts by highlighting preliminary insights from in-service teachers. This work is part of an overarching project rooted in three theoretical frameworks: positionality, culturally responsive pedagogy, and community of practice. Through results from an initial survey and focus group, this paper presents insights into computer science teachers' perceptions of HBCUs' role in their professional development. The results indicate the effectiveness of positioning HBCUs to recruit, retain, and provide professional development to CS teachers in SCED school districts.