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Dis/Connecting With Computing: Designing for Critical Identities and Equitable Inquiry in K–12 Computer Science Education
Sun, April 19, 12:25 to 1:55pm, Virtual RoomSession Type: Structured Poster Session
Abstract
Efforts to promote computer science education for all have mostly focused on developing students’ computational content and skills, paying less attention to the equally critical role that developing identities might play, especially for nondominant youth’s participation in CS. Classroom cultures, tool designs, and stereotypes about the field can alienate youth with marginalized identities and negatively affect their sense of belonging in the field. In this symposium scholars present and discuss (1) theoretical perspectives on the cultural, contextual and social dimensions of identity connections and disconnects of learners traditionally and historically underrepresented in CS and (2) design opportunities for creating rigorous and relevant learning opportunities that can provide ideational and supportive resources for nondominant youth’s identity development.
Sub Unit
Chairs
Papers
Created News Spaces of Critical Witnessing/Transformation Toward a More Rightful Presence in Computer Science and the World - Angela Calabrese Barton, University of Michigan; Edna Tan, University of North Carolina at Greensboro
Expressing Student Voice Through Musical Electronic Textiles: Lamination as a Framework for Meaningful Design - Lindsay Elizabeth Lindberg, University of California - Los Angeles; Deborah A. Fields, Utah State University; Yasmin B. Kafai, University of Pennsylvania
"True Love or the Guy That Was There": Supporting Identity and Voice in Computational Literacies - Christopher Proctor, University at Buffalo - SUNY; Antero Garcia, Stanford University
Computing at the Intersections: How Race, Gender, and Culture Reshape and Redefine Computer Science Identity for Minoritized Students - Jean J. Ryoo, University of California - Los Angeles; Cynthia Estrada, University of California - Los Angeles; Tiera Tanksley, University of California - Irvine; Jane S. Margolis, University of California - Los Angeles; Aylin Foseca, Los Angeles Unified School District; Axel Tirado, Los Angeles Unified School District; Bellamy Ware, Los Angeles Unified School District
Practices of Design and Their Role in Identity - Melissa Sommefeld Gresalfi, Vanderbilt University
Macrolevel Design: Investigating Computational Learning Ecosystems Across a Metropolis - Nichole Pinkard, Northwestern University; Caitlin K Martin, Digital Youth Network
Supporting African American Girls' STEAM Identities and Positive Self-Concept Through Dance, Design, and Coding - Raja Schaar, Drexel University; Ayana Allen-Handy, Drexel University; Michelle Rogers, Drexel University; Valerie Ifill, Drexel University
Learning in Libraries: An Intersectional Analysis of Computing Identities - Kimberly A. Scott, Arizona State University; Patricia Garcia, University of Michigan - Ann Arbor
Computing, Ethics, and Surveillance: Exploring the Role and Implications of Political Identity - Sepehr Vakil, Northwestern University; Jessica Marshall, Northwestern University School of Education and Social Policy Learning Sciences; Will Pierce, Lucy Parsons Lab; Cyriac Mathew, Sullivan High School
Using Culturally Sustaining STEM+C Learning Environments to Explore Computational Learning and Identity - Christopher George Wright, Drexel University; Dionne N Champion, University of Florida; Eli Tucker-Raymond, Boston University; Brian E. Gravel, Tufts University; Amon D. Millner, Franklin W. Olin College of Engineering; Ayana Allen-Handy, Drexel University; Rasheda Likely, Kennesaw State University
Restorying Geek Identity: A Case Study of Underrepresented Youth Reimagining Connections Through Collaborative Counter-Storytelling - Mia Shaw, University of Pennsylvania; Josh Coleman, San Jose State University; Yasmin B. Kafai, University of Pennsylvania; Ebony Elizabeth Thomas, University of Pennsylvania
Coding for Meaning, Identity, Joy, and Justice - Elisabeth M. Soep, Youth Radio; Clifford H. Lee, Mills College