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Abstract: Developing student interest is critical to supporting student learning in computer science. Research indicates that student interest is a key predictor of persistence and achievement. While there is a growing body of work on developing computing identities for diverse students, little research focuses on early exposure to develop multilingual students’ interest in computing. These students represent one of the fastest growing populations in the US, yet they are dramatically underrepresented in computer science education. This study examines identity development of upper elementary multilingual students as they engage in a year-long computational thinking curriculum, and follows their engagement across multiple settings (i.e., school, club, home, community). Findings from pre- and -post surveys of identity showed significant differences favoring students’ experiences with computer science, their perceptions of computer science, their perceptions of themselves as computer scientists, and their family support for computer science. Findings from follow-up interviews and prior research suggest that tailored instruction provides opportunities for connections to out-of-school learning environments with friends and family that may shift students’ perceptions of their abilities to pursue computer science and persist when encountering challenges.
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Science Identity Work and Persistence from an Intensive Family Workshop Series
This research project focuses on understanding the immediate and long-term impacts of an intensive workshop series for rural families with youth aged 8-11 years old at two science museums. Families spent six hours on six Saturdays with their children learning about wildlife and marine ecology. Our research focuses on how youth and family science identity work is constructed within and beyond the workshops ultimately supporting family persistence in science. Through survey and interview analysis we found two broad themes related to the building of science identities and persistence. First, through these intensive workshops families, including youth, develop science identities directly as well as broader, more accessible views of science and scientists. The design of the programming around families rather than just youth pointed to the important role of family learning in shaping youth science learning, identity, and participation. And, second, that families and youth begin viewing science as all around them and not just in the lab. There was an increase in their own sense of science identity and confidence as someone who knows about and can engage in science. They benefited from being scientists, using scientific tools, and meeting different types of science professionals.
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- Award ID(s):
- 2115488
- PAR ID:
- 10506263
- Publisher / Repository:
- National Association for Research in Science Teaching (NARST)
- Date Published:
- Format(s):
- Medium: X
- Location:
- Denver, CO
- Sponsoring Org:
- National Science Foundation
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