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As new efforts seek to expand computer science education across the globe, there has been a widespread effort to prepare school teachers for teaching computer science to culturally and racially diverse students. This effort to center diversity and equity is notable as computer science courses are typically homogenous in terms of race and gender, making the need to center diversity in teacher education spaces. This paper reports on an ethnographic study in the United States that describes how teachers dialogue around issues of race and computer science education in a residential week-long professional development workshop. Drawing from the dialogue of a geographically, racially, and culturally diverse group of teachers, this article describes how teachers evade, deflect, center, and reflect on racially explicit discourse around teaching computer science. Grounded in vignettes from two teacher classrooms, this research study considers how culturally responsive computing and critical race theory can illuminate the ways in which teachers discuss race and culture in computer science professional learning environments. The study's findings demonstrate features of long-term professional preparation that can surface colorblind ideologies and help teachers move toward a culturally responsive pedagogy to teaching computer science. Abbreviations: CS - computer science ; PD - professional development ; CRT - critical race theory [ABSTRACT FROM AUTHOR]