Keya Belt Robinson is a veteran STEM educator and a passionate advocate for educational justice, with over 20 years of experience teaching computational thinking across the curriculum. As the mother of a neurodivergent child, Keya has a passion for making computer science accessible for all learners. Based in Maryland, she currently serves as a program design and innovation manager at the National Math and Science Initiative, where she creates professional development programs for STEM educators and leaders. Her work emphasizes culturally responsive pedagogy, with a focus on enhancing STEM literacy for learners who are “furthest from opportunity.”
Keya is committed to diversifying the field of computer science by helping districts, school leaders, and teachers examine systemic barriers and identify gatekeepers that hinder or exclude marginalized learners. She develops programs that empower students to envision themselves in future careers where they can apply their computer science skills.
While Keya has devoted her career to promoting access to CS education for all students, her most impactful experience with CS access is a very personal one. When Keya’s daughter started kindergarten, she was non-verbal, and Keya taught her daughter to tell stories using ScratchJr. Seeing how much this supported Keya’s daughter, her teachers asked if Keya would be willing to create some ScratchJr lessons to help other students achieve their speech and OT goals. The results were impressive, with students gaining confidence in ScratchJr and sometimes even going on to learn Scratch. Keya says, “I saw my daughter pick up words, help other students, and find her place and value in a learning community. I also witnessed sheer genius in children who are not typically thought of as brilliant.”
Eager to build on the success of these efforts, Keya invited a Black, autistic IT specialist working for the state of Maryland to give a talk to the students and parents. He encouraged parents to think about futures for their kids that tapped into their passions, rather than instinctively settling for vocational rehab options. Out of this talk grew a community-wide Autism Awareness Night, which brings together educators, service providers, and families to explore ways to get autistic students the services, support, and opportunities they deserve. “By creating inclusive learning environments that invite those on the fringes in, we can begin to counteract historical injustices and deliberately bring diverse thoughts/perspectives into the CS space,” says Keya.
Perhaps the most rewarding part of her daughter’s story is that the programs Keya helped establish at her daughter’s school continue to this day. Keya describes sustainability as “one of my greatest sources of pride throughout my years in the classroom.” It’s an illustration of Keya’s belief that developing sustainable, equitable CS education can’t depend on any one single person. Rather, it’s a team effort that requires true investment and collaboration to succeed.
As STEM Director at a private school in Baltimore, Keya noticed stark inequities between her students and those at an underfunded public charter school. Both schools entered into a meaningful cooperative relationship that provided access to summer camps, resources, and opportunities. This inequity highlighted the importance of leveraging strong community and industry partnerships. Keya says, “Meaningful partnerships, community involvement, and a collaborative spirit opens doors, expands access to resources, creates a pipeline for free-flowing knowledge, and creates holistic learning ecosystems.”
With CS often occupying a niche space within the broader educational landscape, Keya’s particularly aware of the importance of collaboration with like-minded educators. As a CSTA Equity Fellow, she’s excited to learn from her cohort and share her own experiences with them. “Most CS teachers, coaches, and even PD designers work in their bubbles,” she says. “Thought partners will help me explore the gaps in my knowledge and examine personal biases that may interfere with my work with educators and leaders.” In partnership with her cohort, she plans to learn more strategies to expand CS access in special education programs at every level. Keya says, “I hope to be inspired by the brilliance of the cohort, gain a family that is equally passionate about affecting systemic change, and develop the skills to do so effectively.”
