Fore-fronting Relationship: Relationships Key to Building Positive Marginalized Students' Computer Science Identities

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Urban Learning, Teaching and Research SIG Roundtable Four (Table 14)

Abstract

The following research examines teachers’ and students’ computer science (CS) relationships as “mentors and mentees” social, professional, and orientation bonding processes. This research is part of a more extensive study that found that mentorship was one of three positive attributes (1. Early Student Mentorship and Programmatic Engagement, 2. Awareness of Critical Program Junctures [matriculation patterns, buildings transitions], and 3. Constructing Positive CS Identities) present in Milwaukee Public Schools when moving students into CS pathways. The article breaks down the “mentor-mentee” social phenomena into two focal areas: the first area explores how mentors (teachers) enact care practices as a social orientation tool and the second section examines how teachers serve as models for student CS identity formation.

Authors

• Bodunrin O Banwo, University of Massachusetts - Boston
  Presenting Author

• Steven McGee, The Learning Partnership
  Non-Presenting Author

• Randi L McGee-Tekula, The Learning Partnership
  Non-Presenting Author