Authors and Acknowledgments
Who We Are
This guide is a collective effort, and we wish to acknowledge those who made this book possible. We represent a range of professional experience, and we hold diverse identities around ability, class, gender and sexual orientation, language, nationality, race and ethnicity, religion, socioeconomic status, and more.
Some of the many ways we describe our identities include, but are not limited to:
able-bodied, African American, American, arts-based researcher, aunt, auntie, baby boomer, baker, beach-loving, bilingual, bilingual educator, bisexual, Black, Bronxite, Brooklynite, Buddhist, business owner, Caribbean, Caribbean American, Chicana who grew up in a mixed status family, Chinese-Taiwanese American, Christian, cis-gendered, classroom educator, Colombian-American, computer scientist, crafter, critical scholar, CS dabbler, CS education researcher, dancer, daughter, daughter of formerly undocumented Mexican immigrants, descendant of American Slaves, descended from immigrants, disability justice advocate, disabled, doctora, educator, eldest sibling, engineer, English, English-speaker, family genealogist, female, first-generation college graduate, former public school teacher, founder of the WOCArchive, friend, gamer, genderfluid, Georgian, godmother, grandma, heterosexual, hidden disabilities, immigrant, Jewish, language learner, Latinx, lifelong learner, male, mama, Mandarin, mentor, Midatlantic, middle class, middle-aged, millennial, mom, momma, monolingual, mother, multicultural, multilingual, near-sighted, neighbor, neurodivergent, New England, New Yorker, non-binary, parent, parent of a person with disabilities, partner, pastor’s kid, Philadelphian, plant lady, profe, professor, queer, reader, researcher, scholar, scholar-activist, second-generation immigrant, senior citizen, sibling of a person with disabilities, sister, Southern, Spanish, Spanish-speaker, special education teacher, STEM education advocate, storyteller, straight, student, teacher, teacher educator, tech enthusiast, upper middle class, white, white Jewish, wife, woman, world traveler, writer, Xennial, 90s millennial
Authors
The members of the Computer Science Educational Justice Collective are the primary authors of this book. We recognize these members for the time, expertise, writing, and labor that they contributed to the collective and to the writing of this guide. We include institutional affiliations for identification purposes only; any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the institutions listed.
The Computer Science Educational Justice Collective
Laura Ascenzi-Moreno is a Professor of Bilingual Education and Bilingual Program Coordinator at Brooklyn College, City University of New York.
Madison Allen Kuyenga received her doctorate from Michigan State University in Educational Psychology and Educational Technology, focusing on educational equity and culturally responsive-sustaining computer science education.
Wendy Barrales is a Postdoctoral Associate at New York University, former public school teacher, and founder of the WOCArchive, http://www.wocarchive.com, an intergenerational digital arts–based oral history project that documents, preserves, and amplifies the stories of matriarchs of color.
Joanne Barrett received her doctorate from the University of Florida and, after spending 25 years as a computer science middle and high school educator, joined the CS Everyone Center at the University of Florida.
Britty Cohen received her MA at New York University’s Learning Technology Experience Design Program, focusing on the human-centered user experience and the importance of play and games through learning.
Christy Crawford, a former K-8 educator, is the Senior Director of Culturally Responsive-Sustaining Computer Science Education for New York City Public Schools.
Bethany Daniel is a Postdoctoral Associate at the University at Buffalo (SUNY). As a Learning Scientist and former K-16 French educator, her work focuses on teacher learning at the intersections of STEM and language education.
Christopher Hoadley is a Professor of Learning Sciences and Computer Science at the University at Buffalo (SUNY). He directs the UB Institute for Learning Sciences and broadly studies how technology, learning, and empowerment intersect.
Maya Israel is a former special education teacher. She is also a parent and sibling of persons with disabilities. She is an Associate Professor of Educational Technology and Computer Science Education at the University of Florida. She also serves as the Director of the CS Everyone Center for Computer Science Education, https://cseveryonecenter.org/.
Sarane James is a Research Assistant on the PiLa-CS project. She studied Creative Writing at the Macaulay Honors College at City University of New York Hunter College. Her interests lie in curriculum design and utilizing storytelling to illustrate both data and lived experience.
Nykema Lindsey is a STEM education training and content specialist, with an emphasis in computer science education. Her interests lie in using affordable, physically accessible edtech devices and tools to enrich learning environments.
Jasmine Y. Ma is an Associate Professor of Education at New York University.
Melissa Mejias Parker is the Associate Director of Equitable Practices at Computer Science for All NYC.
Spence J. Ray is Director of the K-12 Equity Lab at Cornell Tech and is pursuing doctoral studies in Educational Psychology and Educational Technology at Michigan State University.
Carla Strickland is a Digital Curriculum Developer at UChicago STEM Education. She is an experienced mathematics teacher and curriculum developer who brings an Afro-Caribbean perspective to her work helping elementary teachers integrate computer science into their mathematics instruction.
Lloyd M. Talley is a distinguished human development scholar and the founder of DiversFYI, Co. His work focuses on fostering inclusive and supportive environments that promote the holistic development of both children and adults. Learn more at www.Divers.FYI.
Sara Vogel is a born-and-raised Brooklynite, educator, and education researcher focusing on computing-integrated (teacher) learning environments and forms of education that center around bi/multilingual learners, their literacies, and communities. She currently works at the City University of New York.
Lauren Vogelstein is an Assistant Professor of Communications, Media, and Learning Technologies Design at Teachers College, Columbia University, where she researches the design and study of creative, expressive, and humanizing STEAM learning environments.
Chapter Authors but not CS-EJC Members
Jenia Marquez is an undergraduate student at Princeton University in the Linguistics Department studying morphophonemics and language attrition in Occitan, with minors in French and conducting.
Felix Wu is a computer science and math teacher in New York City Public Schools and an Academy for Teachers Fellow.
Joyce Wu, an NYU Steinhardt alumna with degrees in mathematics education, computer science education, and special education, focusing on student-centered pedagogy. As a math learning specialist for New York City Public Schools, she is committed to equitable teaching practices and the empowerment of students who identify with historically marginalized groups.
Equity Cohesion Team
Stephanie T. Jones is a scholar-educator-learner-auntie exploring, researching, and writing at the intersections of community and history, computing, race, and learning. Stephanie provided essential feedback at multiple points in the writing process to ensure that the content of the book reflected the CS-EJC’s commitment to advancing equity in computer science education.
Edmund Adjapong is a dynamic educator, author, scholar, and community-based practitioner whose innovative approach to teaching leverages hip-hop culture as a transformative tool in educational spaces. As a STEM educator, Edmund has a deep commitment to addressing the racial disparities in STEM education and careers. His research and practice focus on exploring how hip-hop can be utilized to connect with students, foster positive educational outcomes, and challenge systemic inequities within K-12 schools and beyond.
Coordination Team
While the members of the CS-EJC collective are the primary authors of this work, we wish to acknowledge the efforts of Christopher Hoadley, Sara Vogel, and Christy Crawford who worked to ensure the production of this guide over four years (2021-2025). Chris proposed the initial conceptualization of the project and led the team in determining the appropriate form and format of the book. He served as the Principal Investigator of the grants that supported this work, including grant supplements that made funding for the creation of the guide possible. Sara offered intellectual and managerial leadership as she guided the CS-EJC through the process of conceptualizing, drafting, and revising the book’s content. Christy was instrumental in navigating across various institutions, connecting authors to the NYCPS teachers and other consultants who provided feedback. Maya Israel, Spence Ray, and Lloyd Talley additionally formed part of the steering committee that shaped and led the work from 2021 to 2023. At various points, Britty Cohen, Lauren Vogelstein, and Bethany Daniel also helped manage the writing and editing process across authors.
Editorial Team
We wish to acknowledge several editors who contributed to revising and editing the final version. Bethany Daniel prepared the book for publication including comprehensive copyediting and redrafting and facilitated multiple rounds of review and feedback on the book. Edmund Adjapong and Chan Pham provided editorial commentary on the book’s foundational chapters, and Warrick Balfour provided pre-publication copyediting assistance.
Acknowledgments
This material is based on work supported by the National Science Foundation (NSF) under Awards CNS-1738645, DRL-1837446, and DRL-2420361 and a grant from the George Lucas Educational Foundation (GLEF). The entire project was inspired by the EECS initiative developed for NYCPS with support from the FPS. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of NSF, GLEF, NYCPS, or FPS.
We wish to thank Anthony Wheeler and Christopher Hoadley for serving as faculty beta testers and facilitating pilots of this textbook in their computer science teacher education courses.
We wish to thank the students and educators who provided us with feedback on the content of this guide:
Alexis, Amanda Barelli, Nicole Berrios, Tarek Elabsy, Richard Gross, Carla Hannah, Melissa Hannon, Brandie Hayes, Peter Huu Tran, Kristi Jones, Jami Kowles, Yeidy Levels, Katy Liang, Aaron Lober, Alicia Luna, Anjeliqe Martinez, Emily Martinez, Monique Maylor, D. Morales, Susan Murray, Lindsay Pinerio, Karime Robles, Jennifer Romeo, Catherine Romero, Christina Salters, Dawn Scalise, Sui King Dawn Shum, J. Lauren Soumilas, Ilka Stoessel, Anna Sun, Michelle Wiener, Rebecca Young, and four students and educators who remain anonymous.
We wish to thank participants of the PiLa-CS professional learning community and the 2019-2024 New York City CSforAll EECS participants, as well as the Asian American, Pacific Islander, Middle Eastern, North African; Black; Latinx; and White Anti-Racist CSforAll EECS affinity group members.
Special thanks to Ed Beck for sharing his expertise and creativity in support of the development of this digital version of the book.
