Teaching Black History in the Computer Science Classroom: A Revelation from Buffalo
Dr. Kai Dupe • July 29, 2025
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Last week, I had the privilege of attending the 8th annual Teaching Black History Conference hosted by Dr. LaGarrett King and the University at Buffalo. This year’s theme, “Black Boy Joy, Black Girl Magic: The History of Black Childhoods,” challenged educators to reimagine how Black experiences and historical narratives are taught in classrooms across the country. I arrived expecting to grow in my understanding of Black history pedagogy. I left with a revelation: Black history has a rightful place in the computer science classroom.
As a computer science educator, I’ve long worked to make my teaching inclusive and culturally responsive. But this conference made something click. I began to imagine how powerful it would be to teach CS through the lens of Black historical contributions, cultural knowledge, and lived experiences. Black history isn’t just something to be taught in February — it can be a framework for making computer science education more relevant, more just, and more inspiring for all students.
Take, for instance, the untold stories of Black tech pioneers like Dr. Clarence “Skip” Ellis, Dorothy Vaughan, and Mark Dean. Their legacies are not only worthy of recognition but can anchor entire units on programming, computing history, and innovation. Or consider using data science lessons to examine racial disparities, voting rights, or algorithmic bias — connecting technical skills to real-world issues students care about. Even a unit on web development could ask students to build digital archives or storytelling platforms celebrating Black heritage.
What struck me most at the conference was how joy, identity, and history were centered — not as add-ons, but as essential. Imagine bringing that same energy into CS classrooms. Imagine students coding apps rooted in their communities, building with purpose, and seeing themselves in the discipline.
This experience has sparked a shift in my approach. Moving forward, I want to intentionally design lessons that connect computer science to Black historical inquiry, cultural storytelling, and ethical reflection. Teaching Black history isn’t separate from teaching tech — it’s a way to liberate the code and bring our full selves into the work.
To my fellow CS educators: the future of tech education can — and should — be rooted in justice, joy, and history. This conference helped me see that clearly.
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