A Reflexive Analysis of University-Community Partnership in Computer Science Research

• In Event: Are We There Yet? Building and Exploring Equity in Research-Community Partnerships of Varied Scales and Durations

Abstract

Objectives. Racially minoritized youth are underrepresented in STEM, often lacking opportunities for computer science (CS) due to under-resourced schools and a lack of preparation for CS teachers (Margolis, 2017). In order to democratize CS, the teaching of computing needs to help youths from vast economic, cultural and linguistic backgrounds develop a sense of competence and belonging in the CS field (Kafai, Searle, Martinez, & Brayboy, 2014). Our work seeks to address this underrepresentation by utilizing culturally relevant (CR) frameworks (Ladson-Billings, 1995) that integrate knowledge relevant to youths’ identities and communities with computational learning activities in out-of-school learning centers. Specifically, we ask: How can community partnerships and culturally relevant STEM programming support equitable access to computer science in community-based settings?

Theoretical perspectives. K-12 schools are unable to fulfill the goal of broadening participation in computing alone. Rather, informal institutions such as libraries and community-based organizations could play an active role in supporting formal school efforts (Kumasi, 2010). Knowledge of community is foundational in developing CR computing programs, with the potential for increasing the engagement, competence and belonging of underrepresented youth in CS (Eglash, Gilbert, & Foster, 2013). The project team consists of community members, organizational staff, university researchers and undergraduate facilitators (Figure 1). This work employs three strategies aligned with CR frameworks: (1) research-based CS practices for engaging diverse youth; (2) practices that build on the knowledge and assets of communities; and (3) undergraduate CS students as role models to represent the identities and interests of youth.

Methods & Data Sources. Our work is situated in two informal settings that serve underrepresented racial groups: Town Public Library and River City Boys & Girls Club. Data were collected during a three-year NSF-funded study. Data sources include observations, facilitator interviews and reflections, student focus groups, and minutes from bi-monthly planning meetings.

Results. Our work centers student identity and prioritizes equitable access by shifting how we think about students (Ladson-Billings, 2011). Through our CR programming, we have been able to reach a diverse audience of students, including students our community partners previously proclaimed to be uninterested in CS. While establishing our partnership, librarians described a group of racially minoritized high school students as unruly “monkeys” that needed to be “pulled down from the trees.” In response, our university researchers and undergraduate facilitators intentionally positioned themselves to disrupt these negative stereotypes and deficit approaches (Ladson-Billings, 1995). Results of our study suggest that our CR frameworks helped students to feel a sense of belonging in both the informal learning environment and in the field of computer science. Creating equitable access in CS is an ongoing process of learning from our partnerships and redesigning our CR programming to promote cultural caring and belongingness (Gay, 2002).

Significance. This work is significant for creating a foundation for CR computing. This foundation will lay the groundwork for creating community partnerships that promote equitable access and making CS relevant to youth from underrepresented communities. Further, this project helps establish the importance of community partnerships in CR and equity focused CS programming.

Authors

• Diane Codding, Northwestern University

• Chrystalla Mouza, University of Delaware

• Rosalie Rolon-Dow, University of Delaware

• Lori Pollock, University of Delaware