03/07/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Joshua Yankell on “Addressing Gender Stereotypes in CS Education: A Professional Development Intervention and its Impact on Teacher Confidence and Awareness."

Candidate: Joshua Yankell
Degree: Doctoral- Ed.D. STEM Leadership in Schooling
Defense Date: Friday, March 21, 2025
Time: 11 a.m.
Location: Remote Zoom link
Thesis/Dissertation Title: Addressing Gender Stereotypes in CS Education: A Professional Development Intervention and its Impact on Teacher Confidence and Awareness.

Dissertation Committee
Dissertation Chair: Michelle Scribner, Ed.D. Clinical Professor, Mathematics and Science Education School of Education
Dissertation Committee Member:James Nehring, Ed.D. Professor Emeritus, Leadership in Schooling School of Education Teaching and educational leadership
Dissertation Committee Member: Linda Riley, Ed.D. School of Education

Abstract
Recent educational statistics demonstrate a persistent underrepresentation of women and girls in Computer Science (CS). This disparity is often linked to a prevalent negative stereotype of women's aptitude in CS. This dissertation-in-practice explores how CS teachers within an affluent public school district in Massachusetts perceive these stereotypes. Following the tenants of improvement science, a comprehensive literature review confirmed that negative CS stereotypes discourage women from entering and remaining in the field, eroding self-confidence and creating unwelcomed spaces. Based on research recommendations, a professional development (PD) intervention was implemented to address the research question: How, if at all, does explicit teaching on gender-inclusive practices for CS influence teachers' confidence levels, their self awareness of bias and stereotypes in CS, and their use of gendered language in CS? Three CS teachers participated in two three-hour PD sessions focused on unconscious bias and gender-inclusive CS practices with additional after-school meetings. Data collection included pre- and post-PD surveys, semi-structured interviews, and product analysis to assess changes to teacher perceptions. While there was a self-reported increase in awareness around gendered language and inclusive classroom practices, survey data suggested that teachers' confidence levels around addressing these topics did not improve. Qualitative data also revealed that teachers themselves did not identify as computer scientists or coders and felt isolated without a CS community. Recommendations include creating Professional Learning Communities (PLCs) to strengthen the sense of community for CS teachers, exploring additional inclusive practices, and collecting student data to make data-informed instructional decisions for CS teachers.