The number of African American females participating in cyber fields is significantly low. Science, technology, engineering, and mathematics (STEM) education requires a new approach to student engagement to increase African American female participation in cybersecurity. The most common approach to engaging more African American females in STEM is to provide students access to professional images or role models active in STEM; however, more is needed. More race-centered strategies beyond role modeling are necessary to attract and retain African American females in STEM. Research studies show that integrating personal experiences and making cultural connections can help improve student participation in STEM from underrepresented populations. In 2021, faculty in the Center for Cybersecurity Assurance and Policy at Morgan State University developed and implemented the GenCyber ‘‘Females are Cyber Stars’’ (FACS) Summer Camp. This initiative targeted female African American students in Baltimore public middle schools. Thirty-nine girls participated in the virtual program during the summer of 2021, and 25 girls engaged in the in-person program during the summer of 2022. The program’s goals were to increase female students’ interest in cybersecurity and exposure to the security of IoT (Internet of Things) devices in a smart home environment. The GenCyber FACS Summer Camp incorporated culturally responsive strategies to engage the participants in an inclusive and interactive setting. Participants were given pre- and post-program surveys to assess learning outcomes and examine the impact of using culturally responsive teaching strategies. The results showed that the girls reported increased knowledge and a gain in interest in cybersecurity and computing. This paper discusses the summer program and curriculum, culturally responsive teaching strategies deployed, student learning outcomes, and perceptions of cultural responsiveness assessed in the GenCyber FACS Summer Camp.
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A tale of two camps: A mixed methods investigation into racially disparate outcomes in a nanotechnology research experience
This mixed methods study reports data from the implementation of a 2‐week nanotechnology camp for secondary level students. The camp, Nanotechnology Experiences for Students and Teachers, had the overarching goal of increasing science, technology, engineering, and mathematics (STEM) interest among the next generation of potential STEM professionals. Statistical pre‐ and postsurvey data indicate that overall the camp was successful in fostering increased STEM interest among participants. However, early analysis of ethnographic data showed that African American students were observed to have radically different experiences than the non‐African American students. To better understand why the camp yielded such divergent outcomes, we examined ethnographic data focusing specifically on incidents of microaggressions. We were particularly interested in the impact that microaggressions had on African American students’ camp experience and learning. Our data show that microaggressions were pervasive; they came from students, instructors, and the environment; and in response, African American students adopted detachment‐coping strategies. Together these factors worked against African American students’ success. We conclude with suggestions for practice.
more » « less- PAR ID:
- 10115309
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Science Education
- Volume:
- 103
- Issue:
- 6
- ISSN:
- 0036-8326
- Page Range / eLocation ID:
- p. 1456-1477
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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