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Dis/Connecting With Computing: Designing for Critical Identities and Equitable Inquiry in K–12 Computer Science Education

Sun, April 19, 12:25 to 1:55pm, Virtual Room

Session Type: Structured Poster Session

Abstract

Efforts to promote computer science education for all have mostly focused on developing students’ computational content and skills, paying less attention to the equally critical role that developing identities might play, especially for nondominant youth’s participation in CS. Classroom cultures, tool designs, and stereotypes about the field can alienate youth with marginalized identities and negatively affect their sense of belonging in the field. In this symposium scholars present and discuss (1) theoretical perspectives on the cultural, contextual and social dimensions of identity connections and disconnects of learners traditionally and historically underrepresented in CS and (2) design opportunities for creating rigorous and relevant learning opportunities that can provide ideational and supportive resources for nondominant youth’s identity development.

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