The Effects of a Culturally Relevant Intervention on Computer Science Motivation Among Underrepresented Minority Students in High School Geometry

• In Event: 52.028 - Race, Gender, and Ethnicity in Educational Contexts

Abstract

In response to the glaring disparities in the number of African-Americans, Hispanics, and females employed in computer science (CS) fields, the purpose of this study was to enhance underrepresented minority (URM) students’ motivation for CS through a culturally relevant intervention in a required high school mathematics course. This intervention weaved geometry concepts, art, and coding through the virtual presentation of Native American Star Quilts in Python. Participants were 142 students across six 10th-grade Geometry classes. Three of the six classes were randomly assigned to receive the intervention. Results indicated that the intervention had a positive effect on the development of computer science-oriented possible selves, especially among females, and a positive effect on the CS self-efficacy of females and Hispanic students.

Authors

• Danya Marie Corkin, University of Houston - Downtown

• Adem Ekmekci, Rice University

• Alice Fisher, Rice University