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Session Type: Structured Poster Session
Efforts to broaden participation in computing are addressing how systemic school structures, educator preparation, and curriculum can provide inclusive learning spaces for all students. The emerging multiplicity of scholarship in computer science (CS) education forwards diverse voices, perspectives, and positionalities, and together, provide a rich set of evidence-based narratives that can transform K-12 policies and practices. The eleven posters featured in this session bring together CS projects with varying methodologies focused on equity-oriented pedagogies and learning for all youth across the US, and each poster addresses how: (1) equity is being defined; (2) specific project and research efforts are impacting equity; and (3) efforts to inform teacher practice with attention to multimodality and diverse voices in research methodology and dissemination.
1. Translanguaging as a Frame for More Equitable Computer Science Learning - Christopher Hoadley, New York University; Sara Vogel, Graduate Center, City University of New York; Laura Ascenzi-Moreno, Brooklyn College - CUNY; Kate Menken, Queens College and Graduate Center, City University of New York
2. Toward Using Virtual Identities in Computer Science Learning for Broadening Participation - Sneha Veeragoudar, Massachusetts Institute of Technology; Maya Wagoner; Dominic Kao, Purdue University; Danielle Olson; Aziria Rodriguez; D. Fox Harrell, Massachusetts Institute of Technology
3. Race(ing) to Computer Science for All: Disrupting Color-Blind Discourse in Professional Development - Joanna Goode, University of Oregon; Stephany RunningHawk Johnson, University of Oregon - Center on Teaching and Learning; Allison Ivey, University of Oregon; Makseem Angel Skorodinsky, University of Oregon; Jean J. Ryoo, University of California - Los Angeles
4. Study of Access and Outcomes From Advanced Computer Science Coursework in an Urban Setting - Steven McGee, The Learning Partnership; Randi L McGee-Tekula, The Learning Partnership; Jennifer Duck, The Learning Partnership; Lucia Dettori, DePaul University; Andrew Rasmussen; Erica Wheeler, Chicago Public Schools; Ronald I. Greenberg, Loyola University Chicago
5. Using a Research-Practice Partnership to Bolster Computer Science Education: Challenges and Opportunities for Equity - Jill Denner, Education, Training, and Research Associates; Emily Joyce Kaseno Green, ETR Associates
6. Centering Youth Perspectives on Agency in CS Education - Jean J. Ryoo, University of California - Los Angeles; Jane S. Margolis, University of California - Los Angeles; Cynthia Estrada, University of California - Los Angeles; Tiera Tanksley, University of Southern California; Dawn Guest-Johnson
7. Using Online Practice Spaces to Investigate Challenges in Enacting Principles of Equitable Computer Science Teaching - Kevin Robinson, Massachusetts Institute of Technology; Justin Fire Reich, Massachusetts Institute of Technology
8. Scaling Up Equity With E-Textiles: Stitch the Loop Unit Results in Exploring Computer Science - Justice Toshiba Walker, University of Texas at El Paso; Deborah A. Fields, Utah State University; Yasmin B. Kafai, University of Pennsylvania; Tomoko M. Nakajima, University of California - Los Angeles; Debora Lui, University of Pennsylvania; Joanna Goode, University of Oregon; Jane S. Margolis, University of California - Los Angeles; Gayithri Jayathirtha, University of Pennsylvania; Mia Shaw, University of Pennsylvania
9. Better Data, Better Progress: Methods for Measuring Inequities in Access to Computer Science Education - Jayce R. Warner, The University of Texas at Austin; Carol Fletcher, The University of Texas at Austin; Lisa Garbrecht, The University of Texas at Austin
10. Implementing a Hybrid Instruction Model to Democratize Computing: Online Content With a Classroom Facilitator - Lien Diaz, The College Board; Kamau I. Bobb, National Action Council of Minorities
11. Identifying Barriers and Practices for Broadening Computing Participation Among Underrepresented High School Students in California - Julie Flapan, University of California - Los Angeles; Frieda McAlear, Kapor Center for Social Impact; Alexis Martin, Kapor Center for Social Impact; Allison Scott, Kapor Center for Social Impact; Sonia Koshy, Kapor Center for Social Impact