Examining Early Elementary Computer Science Identity Repertoires within a Curriculum: Implications for Epistemologically Pluralistic Identities

Abstract

As computer science (CS) enters an increasing number of elementary classrooms, researchers must investigate the representations of what kinds of people are presented as doing computer science within CS curricula. In this paper, we explore a widely used, freely accessible, web-based, early elementary CS curriculum to examine the kinds of identity repertoires (behaviors, actions, skills, and socioemotional norms) that are promoted as representative of being/becoming a CS person. More specifically, we draw on identity studies and employ critical discourse analysis to examine how the kinds of norms and repertoires of CS practice made available in the curricular materials might construct a particular account of experiences as representative of being and enacting identities in computer science, and in doing so, produce certain accounts of who a CS person is. Our analysis shows that the curricular materials may construct an identity of a computer science person as someone who is able to solve a puzzle correctly, persist through challenges, connect to their feelings, and work with peers. While this curriculum promotes skills, norms, and repertoires of CS practice aligned with state standards, our findings suggest that it does not appear to present varied and flexible notions of what it means to engage in or be/become a CS person.