Ethnocomputing describes the study of computational ideas and thinking as they appear in the artifacts, epistemologies, designs, and practices of temporally and spatially situated communities (e.g., from computational scientists to textile artisans). It is also about how such communities embed their beliefs and values within computational artifacts. One outcome of ethnocomputing research is the demonstration of how Indigenous and diasporic communities have dynamic computational histories and innovations that are relevant to computer science and computer science education today. From lessons on e-textiles and Native American botanical knowledge to visual programming environments that reveal the algorithms of cornrow braiding in the Black diaspora, this has allowed for anti-racist challenges to white supremacist myths of primitivism in primary and secondary computer science education. While there are studies about how ethnocomputing tools and lessons shape children's attitudes toward and knowledge of computing, there is no research on what computer science teachers think about one of ethnocomputing's foundational assumptions: computational ideas and thinking are embedded within Indigenous and vernacular artifacts, epistemologies, designs, and practices. This paper reports findings from interviews with 14 K12 computer science teachers who had been exposed to ethnocomputing educational technologies and activities. From our qualitative analyses, we found that most (n=12) teachers believed that Indigenous and/or vernacular artisans think computationally. We detail their lines of reasoning before turning toward teachers who had ambivalent (n=1) or negative (n=1) positions about this assumption of ethnocomputing research. We discuss the implications of these findings for anti-racist K12 computer science teacher professional development.

The Advanced Placement Computer Science Principles (AP CSP) curriculum framework has been in use since 2016. The AP CSP framework has leveraged the use of computational thinking skills to scaffold students into understanding a variety of computing topics spread throughout the content of the curriculum. This Lightning Talk explores ideas for future work with high school AP CSP teachers in developing culturally relevant and sustaining (CR-S) curriculum to strengthen the efforts of broadening participation among Black, Indigenous, and other students of color in AP CSP courses. To do this, this work approaches culturally relevant and sustaining computing strategies as valuable tools to integrate into the AP CSP curriculum, classroom environments, and teachers' pedagogical approaches. This work looks to the Ghanaian practices of adinkra cloth making as a computationally rich cultural practice that can support student learning. The history and cultural practices surrounding Adinkra reveal richly developed, embedded mathematical and algorithmic knowledge, that is relevant to several AP CSP units. The talk described here explains how Adinkra artisans use ?heritage algorithms" to accomplish the task of creating adinkra cloth. Framing the adinkra process this way has implications for teaching and learning computing as well as broadening participation.

The New York City Department of Education's Computer Science for All (CS4All) Initiative offers various programs for the development of computer science knowledge to students, administrators, and teachers. The professional learning curriculum places an emphasis on broadening the participation of students who identify as girls, Black, and Latinx/ae. The CS4All Equity team works in collaboration with a transdisciplinary group of experts in culturally responsive and sustaining education (CR-SE). The team and these experts develop a curriculum for supporting culturally responsive and sustaining professional development among all computer science (CS) teachers. This curriculum includes ongoing, lecture style sessions to develop knowledge about practices and pedagogy, long-term group sessions for deep thinking and socioemotional learning, and recurring opportunities for civic engagement. In this Lightning Talk, we discuss the strategies of EECS to support teacher development in culturally responsive and sustaining computer science education (CR-S CSE) strategies and ideas for future development and relationships that are informed by current research in CR-S CSE.

Even though there has been over a decade of work to broaden the participation of Black boys in computer science (CS) education, underrepresentation persists. In this Lightning Talk, we propose a new strategy for broadening participation that seeks to design CS education from the bottom up by turning to cultural locations that are already valued at the local community level. In this case we turn to the location of the local barbershop. The histories and cultures of Black barbers and barbershops reveal how they are sources of cultural, social, economic, technological, and political wealth within Black communities. We explain the Barbershop Computing project which builds on these sources of wealth in the design of culturally responsive and relevant K12 CS education. We begin by highlighting the barbershop as a source of wealth and how public health and literacy campaigns have partnered with Black barbers to diffuse skills and knowledge. We then pose the question: In what ways might Black barbers and barbershops contribute to broadening the participation of Black boys in CS? We show two ongoing Barbershop Computing projects that have developed CS educational activities based on the knowledge, skills, and practices of barbers. The first builds on barbers' design knowledge, using a visual programming environment to simulate designs that barbers shave into their clients' hair. The second builds on the mechanical knowledge of barbers in relationship to their clippers and trimmers. Using physical computing, the activities support engineering and CS skills through modeling motors found in clippers and trimmers