In recent years, there has been increased attention on promoting
access to computer science among all students. Our study seeks to
address the underrepresentation of racially minoritized youth in
computer science by offering a culturally responsive after-school
coding club at a local public library that serves a racially and
socioeconomically diverse community. We analyzed facilitator
interviews and student focus groups using qualitative data
analysis with a focus on facilitator positionality and culturally
responsive frameworks. Findings suggest facilitator positionality
helped establish affirming, near-peer relationships with
participants and situated facilitators as advocates for expanding
and diversifying computer science. Additionally, the culturally
responsive frameworks helped students to feel a sense of
belonging in both the informal learning environment and in the
field of computer science.
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Computing for communities: An Ethnographic examination of an after-school computing program
Despite recent efforts to increase diversity, female and racially minoritized youth 1
continue to be underrepresented in science, technology, engineering, and math (STEM). Our
pilot study utilizes culturally responsive frameworks to address the underrepresentation of
minoritized youth in computer science (CS) by supporting youth at a local Boys & Girls Club as
they develop a sense of competence and belonging in the CS field. Culturally responsive
frameworks shape our work with students and inform our research process. This paper examines
the context of our pilot study and the positionality of our research team, which includes
university researchers and community partners. It also provides a reflexive analysis of our
community inquiry process and how it has influenced the development and adaptation of our CS
programming.
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- Award ID(s):
- 1649224
- NSF-PAR ID:
- 10122664
- Date Published:
- Journal Name:
- 40th Ethnography in Education Research Forum
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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To broaden indigenous students' participation in Computer Science (CS) education, we conducted a research practitioner partnership (RPP) project, where teachers were taught the CS principles lessons offered by Code.org and asked to integrate mobile application development within their current courses. Additionally, modules and guidance were provided on culturally responsive pedagogy (CRP), and an in-classroom implementation of a five-day lesson plan was co-created via a participatory approach. In this experience report, we describe the RPP organization and early findings from our collected teachers' pre/post survey, lesson plans, projects, and students' pre/post survey. The positive outcomes from our RPP project provided valuable teacher learning experiences and actionable, culturally responsive computing lesson plans for the indigenous community.more » « less
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Despite increased attention on promoting access to computer science among all students, female and racially minoritized youth continue to be underrepresented in STEM, often lacking opportunities for computer science due to under-resourced schools and a lack of teacher preparation. As a result, K-12 schools are unable to fulfill the goal of expanding access and broadening participation in computing alone. In this paper, we examine how our university-library partnerships can provide access to computer science instruction while attending to issues of social justice through culturally responsive informal learning design. Findings provide insights related to the design, implementation, and outcomes of informal computing clubs for youth from diverse backgrounds.more » « less
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null (Ed.)Despite the value that cultural experts bring to efforts to broaden the participation of racially minoritized youth in US computer science, there has been little research on supporting their knowledge of computing. This is a missed opportunity to explore the diffusion of computing knowledge across local community contexts where underrepresented youth of color spend time. To address this gap, we present one strategy for promoting cultural experts’ early engagement with code, culturally responsive debugging: using culturally situated expertise and knowledge to debug code. We analyzed qualitative data from a professional development workshop for cultural experts to evaluate this strategy. Our findings have implications for broadening participation efforts and supporting non-programmers’ knowledge of code.more » « less
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null (Ed.)The field of computer science continues to lack diverse representation from women and racially minoritized individuals. One way to address the discrepancies in representation is through systematic changes in computer science education from a young age. Pedagogical and instructional changes are needed to promote meaningful and equitable learning that engage students with rigorous and inclusive curricula. We developed an equity-focused professional development program for teachers that promotes culturally responsive pedagogy in the context of computer science education. This paper provides an overview of our culturally responsive frameworks and an examination of how teachers conceptualized and integrated culturally responsive pedagogy in their classrooms. Findings revealed that teachers were consistently planning to implement a wide range of culturally responsive instructional and pedagogical practices into their classrooms.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
