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Background and Context: Though computer science education is marked by a pronounced racial participation gap, there is little research about effective ways that teachers can be supported in creating racially-just and equitable computer science learning opportunities for students. Objectives: This paper examines how teachers engage in learning about race and equity in computer science education during professional development. Method: Drawing from data collected from 94 participants attending a summer week-long Exploring Computer Science workshop, this mixed-methods study revealed how key curricular and instructional features of professional development foster race-conscious discussions and shifts in beliefs and agency around broadening participation in computing. Findings: Given the importance of developing teacher capacity to increase opportunities for students of color in computing classrooms, the findings of this study highlight how intentionally integrating race education in the center of professional development for teachers can support teachers' equity-based beliefs and practices. Implications: Professional development for teachers that seeks to broaden participation in computing is supported by long-term professional learning that explicitly center issues of race and equity in the curriculum. [ABSTRACT FROM AUTHOR]

Background and context: This study investigates differences in views of girl and boy members of a CS club.Objective:Understanding differences in the views of girls and boys regarding perceived parental attitudes and values, social support, appreciation of CS, and engagement in science and CS. Understanding differences in girls' and boys' view of CS, and future study and work aspirations related to science/CS.MMethod: A survey was distributed to all members of a CS club. 115 boys and 39 girls aged 9–16 completed the survey, yielding a response rate of 16.8%.Findings: Similar parental support was perceived by both genders, although girls are less likely to appreciate CS and to aspire to work or study CS. Girls tend to primarily talk to family about CS and science. Girls and boys have a similar perception of CS, but their motivation for wanting to work with CS varied.Implications:Having support, a broad understanding of CS, and a personal interest are critical aspects when it comes to girls' participation in CS, but these are insufficient in making girls aspire to work or study CS. Educators need to reflect on other aspects of CS education that can promote girls' aspiration in CS. [ABSTRACT FROM AUTHOR]