Informal Near-Peer Teaching Models: The Complex Relationship Between Intersectional Computing Identities, Mentoring, and Teaching

• In Event: AERA Poster Session 13
  In Poster Session: Informal Learning Environments Research SIG Poster Session (San Diego)

Abstract

This paper explores how intersectional computing identities and a 3-week instructor training impact near-peer undergraduate instructors’ instructional approaches to teaching girls and Black, Indigenous, students of color during various K-12 summer outreach programs. We use pre- and post-survey data, semi-structured interviews, and instructor lesson plans to develop case study profiles of each instructor to explore how their intersectional computing identities influence their near-peer computing instructor identities at the beginning and end of their 12-week summer teaching experience. Preliminary findings indicate that age, confidence in computing, and personal values shape the instructors’ confidence to mentor and teach students. The differences between near-peer mentor, instructor, and computing instructor identities are also articulated and the implications of these nuanced definitions are discussed.

Authors

• Kristina Kramarczuk, University of Maryland - College Park

• Maya Narayanasamy, University of Maryland - College Park

• Anaum Khan, University of Maryland - College Park

• Jandelyn Plane, University of Maryland - College Park