Supporting Youth Voices and Critical Dialogue in After-School Computer Science Programs Through a Graphic Novel

• In Event: Innovative Pedagogies and Approaches in Engineering and Computing Education

Abstract

This paper investigates how social science research on structural inequities can be translated into a graphic novel format and used within a nationwide afterschool Computer Science (CS) program for young women and non-binary youth to foster critical thinking and community action. We interviewed 35 middle and high school students who read a graphic novel telling the story of four teenage friends learning about how computing can be personally and politically empowering and why all students need access to CS education. Our initial findings indicate that youth co-constructing the learning space and using the graphic novel as conversation starters facilitate channels for sharing personal experiences, gaining new insights on critical issues, and reflecting on their role in addressing equity in computing.

Authors

• Wei Wei, University of California - Los Angeles

• Jean J. Ryoo, University of California - Los Angeles

• Michelle Choi, University of California - Los Angeles

• Daniel Voloch, Girls Who Code

• Ryan Clarke, Girls Who Code

• Jackie Blizzard-Caron, Girls Who Code