Differentiated Participation in Computer Programming and Mathematics: The Positioning of a Latina Bilingual Student Who Became a Co-Facilitator

• In Event: Nurturing Leadership in Computer Programming in Middle School Latinx Students: Collaboration and Co-Facilitation

Abstract

Objectives
This research reveals the different positions that Cindy--a Latina middle school student and a co-facilitator studying mathematics and computer programming--takes up in the [blinded] project. Our purpose is to analyze how Cindy navigates these positions as she interacts with peers and two different facilitators. Both facilitators are undergraduate students who are women and of similar age majoring in Electrical and Computer Engineering. One is bilingual (Spanish and English) and another is a monolingual English speaker.

Theoretical Framework
We draw from Positioning Theory (PT) as a conceptual framework for this paper.
According to Harré and van Langenhove (1999), “position is a complex cluster of generic personal attributes, ... which impinges on the possibilities of interpersonal, group and even intrapersonal action through some assignment of such rights, duties and obligations to an individual …” (p. 1). Three basic features of interactions—speech acts, positions, and a storyline—form the positioning triangle in PT (Harré & van Langenhove, 1999).

Methods & Data Sources
Drawing from critical discourse analysis (Fairclough, 1995; Gee, 1996; Kress, 2001; Rogers, 2003) – “a problem-oriented and transdisciplinary set of theories and methods” (Rogers, 2011, p. 1), we locate our approach within the tradition of systemic functional linguistics (SFL) (Halliday, 1978; Martin, 1992; Halliday and Matthiessen, 1999) and positioning theory (PT) (Davies & Harré, 1990). We analyzed a three-year dataset, focusing on Cindy’s positioning as she participated in the after-school program. Data sources included videotaped interactions of twelve ninety-minute sessions. To analyze Cindy’s positioning, we used PT and observed how participants’ speech acts, storylines and positions evolved during their interactions. This analysis yielded Cindy’s positioning episodes which were analyzed using SFL. Episodes were defined as “any sequence of happenings in which human beings engage which has some principle of unity” (Harré & Secord, 1972, p. 10). SFL was used to analyze students’ and facilitators’ oral interactions in the setting where participants used everyday language and language related to mathematics and computer programming.

Results
Four major themes emerged as findings. Qualitatively different positions illustrate how Cindy evolved from a student who experienced difficulties in mathematics to one who was a competent problem solver. The participants’ actions and their discursive practices enacted towards Cindy as well as Cindy’s own performance and actions were linked to how language was perceived and negotiated during the interactions. Linguistic tools used by participants, such as modality, words expressing intensity, counter-expectancy, and others were important in construing Cindy’s positions.

Scholarly Significance
Dynamic analysis of participants’ interactions and discourses based on video data allowed us to observe how student’s performance related to Cindy’s positioning. Further, this positioning was linked to how language was perceived and negotiated during the interactions. Finally, this analysis highlighted the relevance of the facilitators’ actions and authority in the promotion of Cindy’s opportunities to learn and see her own links with mathematics and computer programming. This study advances knowledge on how we can broaden the participation of underrepresented students in STEM.

Authors

• Gulnara Kussainova, The University of New Mexico

• Sylvia Celedon-Pattichis, The University of Texas at Austin