Overview
From October 2024 to June 2025, the Detroit Student Leadership Team (DSLT) designed and conducted a research project to explore how K12 computer science (CS) education in Detroit could better serve students, especially those whose voices are often left out of curriculum design and policy decisions. Guided by Dr. Chanel Beebe, the project centered youth as researchers and used oral history interviews to document lived experiences across the CS education ecosystem.
RESEARCH QUESTION
How can we improve computer science education in Detroit to better amplify student voice and engage students by incorporating effective and personally impactful curricula?
Methodology
Student researchers conducted 11 oral history interviews with peers, educators, community leaders, and tech professionals. They designed their own screener and tailored interview protocols based on roles and lived experiences. Interviews were transcribed, analyzed for themes, and translated into visual and narrative outputs shared publicly.
Key Insights
- Engagement grows when learning is hands-on, creative, and identity-affirming.
- Students want to shape their CS education—but are rarely given the chance.
- Barriers like late exposure, underrepresentation, and untrained teachers limit access.
Our Recommendations
Prioritize project-based, real-world CS experiences
Institutionalize youth voice in CS policy and curriculum design
Fund earlier exposure to CS—starting in middle school
Hire and train culturally responsive educators
Support community-rooted partnerships and OST (out-of-school time) programs
This report is not a conclusion—it’s a foundation. We invite educators, district leaders, funders, and community partners to help bring these insights to life by investing in systems that trust and center Detroit youth.
Authors: Dr. Chanel Beebe, Facilitator, Beebe Arts LLC, Kalisha Davis, Equitable CS Project Director, Kapor Foundation, Fahima A., Jeffery B., Juelz C., Shoumyta D., Naja F., Andrew H., J’karie M., Christopher S., Joshua S., Tatiyanna T., Nura U.
