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Begin inclusive design work with teacher self-reflection on intersecting identities

Design · All designs
Evidence · no claims cited

Description

Steps 0 and 1 of the exercise turn the teacher's gaze inward before any student contact. Teachers complete an identity web of race, ethnicity, SES and values, then map how identities overlap, since "Advantages and disadvantages are experiences not only because of a single identity, but also due to identities combining and intersecting". Step 1 then asks teachers to reflect on their computing values, memorable student relationships, challenges connecting with students, and stereotypes they have had challenged, and to identify which empathy actions and blind spots they might pursue.

Design Implications

Context

Requirements

  • Teachers complete the identity and values reflection before selecting and approaching a student, and set learning goals for the interview beforehand.

Constraints

  • The article notes the teacher's identity and role shape the interview; Step 4 asks how the teacher's identity and role as teacher affected what was shared.

Target Learners

  • K-12 teachers of computing

Target Goals

  • Recognizing how teacher identity, bias, and power dynamics shape curriculum design and student relationships

Claims

Examples

Key Sources

  • Coenraad, M., Hodge, M., Ruiz, P., Mills, K., & Burke, Q. (2021). Empathy Interviews for Developing Inclusive Computing Pathways. Washington, D.C.: Center for Inclusive Innovation, Digital Promise. https://dschool.stanford.edu/resources/liberatory-design-cards
Page metadata
Field Value
type design
id identity-reflection-before-empathy-interviews
title Begin inclusive design work with teacher self-reflection on intersecting identities
description Steps 0 and 1 of the exercise turn the teacher's gaze inward before any student contact.
status review
generated by process:wiki-ingest on 2026-09-25
trust unverified — no one has confirmed this page's content
sources 1 — coenraad-2021

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