Confusion and Empowerment: How Girls Contend With Racism and Sexism in Computer Science

• In Event: 64.062 - From Double Dutch to the Double Bind: Examinations of Dual Marginization of Black Girls in Educational Contexts

Abstract

This mixed methods study examines how 165 high school-aged girls from nondominant communities respond to culturally responsive computing (CRC) teaching strategies in an out-of-school learning environment. We share analyses of observational, interview, and survey data to reveal how girls engaged with computing learning opportunities designed with equity in mind. In this paper, we discuss three emerging themes related to girls’ engagement and identification with CS: empowerment, ability to overcome confusion, and becoming change agents. Implications for this study include the complexities and nuances of navigating learning environments designed with equity in mind, including contending with racism and sexism, and how both educators and learners can better address these issues to improve student learning outcomes.

Authors

• Aaminah Norris, California State University, Sacramento

• Tia C. Madkins, University of Texas at Austin

• Nalya Arabelle Fenella Rodriguez, University of California - Irvine

• Tatiane Russo-Tait, The University of Texas at Austin