Lessons from a Culturally Sustaining and Revitalizing Computer Science Research–Practice Partnership for Teachers Across Disciplines in Indigenous-Serving Schools

Abstract

Objectives This paper examines the implementation and impact of a multi-year, equity-centered Research–Practice Partnership (RPP) designed to broaden participation in computer science (CS) education in Indigenous-serving schools in the U.S. Four Corners region. It investigates the extent to which the RPP supported non-CS teachers in integrating CS and culturally sustaining and revitalizing pedagogy (CSRP) into their practice. Participants The study involved 72 teachers from Indigenous-serving rural schools, including educators across content areas, and 213 students who engaged in CS-integrated classroom lessons. Additional participants included undergraduate mentors and university-based researchers supporting the professional development model. Study Methods The study employed an explanatory mixed-methods design integrating the analysis of pre/post teacher and student surveys (n=72 teachers; n=213 students) with Likert-type and open-ended responses, implementation data, and qualitative interviews with mentors and research reflections. Quantitative analyses included descriptive statistics, paired t-tests, logistic regression, and thematic response segmentation. Qualitative data were analyzed using constructivist qualitative analysis and thematic analysis. Findings Analyses revealed significant gains in teacher confidence and skills, as well as increased student interest and knowledge in CS. Mentorship and culturally grounded lesson planning were key predictors of classroom implementation, and students reported interests in creative expression and future employment through CS learning. Teachers and mentors reported several opportunities and limitations of implementing CSRP CS lessons. Overall, the findings highlight both the promise and complexity of integrating CSRP CS, including tensions around representing Indigenous cultures authentically while delivering pedagogical expectations with little infrastructural support. Conclusions The findings underscore that skills-driven CS PD alone is insufficient in underserved contexts, but CSRP offers a powerful framework to center Indigenous cultures in computing. The enactment of similar RPPs requires trust, contextual attunement, and flexible PD structures that align with teaching conditions. These insights contribute to ongoing efforts to scale culturally responsive education in historically marginalized communities.