Surveying Computing Identity in Childhood: A Practice-Linked Framework for Upper-Elementary Learners

• In Event: AERA Poster Session Friday 7:45 am
  In Poster Session: Learning Sciences Poster Session

Abstract

We present a developmentally appropriate, internally consistent survey for measuring computing identity in upper-elementary learners. Grounded in practice-linked identity theory, the instrument captures five sub-constructs—interest, confidence, recognition, utility, and support—that reflect how identity is enacted through meaningful participation. We reconceptualize disciplinary constructs to attend to relational and cultural contexts central to childhood development. Survey items were adapted for developmental appropriateness using simplified language, modified Likert scales, and visual aids. Reliability testing yielded strong internal consistency for most constructs and actionable insights for refinement. This work expands theoretical and methodological approaches to studying computing identity in children and offers researchers tools for pursuing more humanizing and identity-affirming computing education.

Authors

• Nicholas LaGrassa, Northwestern University

• Nayada Tantichirasakul, Northwestern University

• Michael S. Horn, Northwestern University