Funds of identity and culturally responsive computing: K-5 teachers' adaptations to computing resources

Although computing is increasingly taught to K–5 students, females and certain ethnic groups are underrepresented in examinations and careers. Disparities have been attributed to students feeling a disconnect between their identities and the computing stereotype. Culturally responsive teaching has been used in the US to adapt resources to start to address these disparities, but less so in England, particularly for K-5 classroom contexts. This study investigates the ways in which K-5 teachers in England adapt existing computing teaching resources to be more culturally responsive. Building on ten culturally responsive teaching prompts (called Areas of Opportunity (AOs)) and a sociocultural identity theory, funds of identity (FoI), we ask RQ1: In what ways do K-5 teachers collaboratively adapt resources to deliver culturally responsive computing teaching? and RQ2: What does a funds of identity analysis reveal about computing resource adaptations?