Black Girls Code: Supporting the Development of Technology Skills Among African American Girls

• In Event: 72.045 - Teaching STEM and Data Science Both in and out of Schools

Abstract

Purpose: This presentation explores research from Black Girls Code (BGC), a program, that uses community outreach programs including workshops, after-school opportunities, and weekend events to introduce girls of color to basic programming skills, with the goal of preparing them for careers in technology. By identifying the skills developed through these programs and gaining an understanding of how and whether participation affects participants’ interest in pursuing further STEM education and jobs, this research helps to identify successful approaches to engaging young women underrepresented in the field.
Perspective: STEM occupations are projected to grow by 17% between 2008 and 2018, compared to 9.8% growth for non-STEM occupations. (Langdon, et al, 2011). BGC works to insure that young women of color are prepared for jobs in technology and are in a position to become leaders in the field. Developing and understanding successful practices that engage black girls and girls of color in STEM pursuits helps BGC to better serve its audience.
Methods: This study utilizes a mixed-methods approach, including: pre-, post-, and extended post- survey data, observations, and student, instructor, and parent interviews.
Data sources: Both qualitative and quantitative data were collected with a goal of understanding how program participation affects interest in technology pursuits and self-confidence. The study also assessed the role of instructors in helping to promote student self-efficacy and confidence.
Findings: Preliminary analysis shows that girls who participate in BGC show gains in coding content knowledge, feel successful at coding due (in part) to hands-on activities such as mobile app development and develop confidence in their ability to code. In pre- post- surveys administered to Code Club (a BGC after school program) participant outcomes increased in terms of interest in pursuing STEM-related courses, views that doing well in science and math will help them succeed in the future, and comfort in addressing problems with divergent solutions.
BGC provided girls with knowledge and skills, including problem solving that are transferrable and relevant to other professional and academic domains. Participation instilled an ethos of creation, encouraging girls to be more than passive consumers of technology. The program successfully promoted the concept of cultural competency, where young black women can thrive creatively and intellectually in a safe and supportive space.
Parents appreciated the program's attempt at giving their daughters opportunities that they themselves did not have, and challenging the status quo with regards to the program’s focus on girls of color specifically. Importantly, participating students see programming and digital technology as possible career goals, that before they may not have considered.
Scholarly Significance: With both black people and women historically underrepresented in STEM fields, black women are bearing a disproportionate brunt of the historical legacies that have kept these groups out of science and technology. This research illuminates one of the many efforts to close that gap and support black girls in the pursuit of positions in the technology and science sectors. Exploration and identification of how to successfully engage these underserved audiences in out of school environments can inform other similar endeavors.

Author

• Molly Reisman