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In this work we examine youth learning in an informal computing programimplemented through a library-university partnership. In particular, we introduce and illustrate a culturally responsive computing framework which served as a foundation for the design of the program. Subsequently, we examine youth collaboration as well as affective and cognitive learning outcomes. Data were collected from university program facilitators and 30 youth over one semester. Data were collected through observations, lesson plans, computational artifacts and interviews with two case study youth. Results indicated that youth formed a variety of learning communities during the collaborative development of computing artifacts. Frequent participants were found to work with a greater number of peers compared to less frequent participants. Results from case study participants also indicated improvements in their computational competencies. Findings from this work have implications for the design of informal learning environments that help broaden participation in computing. 

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. 

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 engages 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 study provides an overview of our culturally responsive framework and a qualitative examination of how teachers (n=9) conceptualized and applied culturally responsive pedagogy in their classrooms. Drawing from grounded theory and lesson assessment rubrics, we developed a codebook to analyze teacher interviews, lesson plans, and questionnaire responses. Findings revealed that, following their participation in professional development, teachers were consistently planning to implement a wide range of culturally responsive instructional and pedagogical practices capable of promoting diversity, equity, and inclusion in computer science education. 

Informal learning environments are an important part of the educational landscape for diverse learners, and do their best work when creating learning experiences that align with community interests, needs, and ways of knowing. While models exist for exploring design partnerships between schools and communities, fewer evidence-based models are available for these design collaborations between informal learning environments and communities. The overarching question of the proposed session is: How do informal learning environment designers, researchers, and practitioners work with communities to co-design and co-implement socially engaged and equitable educational programs in different sociocultural contexts across the world? As a part of this symposium we highlight projects from Asia, Africa, South and North America that vary both in partnership scale and duration. 

The field of computer science continues to lack diversity, which has led to new efforts toward increasing access to computer science among all students. In order to address the underrepresentation of minoritized youth in computer science, we developed and delivered a culturally responsive and equityfocused computer science professional development model for helping teachers apply culturally relevant pedagogy alongside computer science principles within their classrooms. This paper focuses on how teachers experienced and processed this infusion of culturally relevant pedagogy into computer science professional development. Findings suggest that the ways in which participating teachers’ contexts and experiences influence the ways in which they conceptualize culturally relevant pedagogy and plan to implement it into their classrooms. 

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.