Forefronting Relationship: Student-Teacher Relationships Key to Building Positive Marginalized Students’ Computer Science Identities

• In Event: Mentoring in the Learning Process

Abstract

The following research examines teachers’ and students’ computer science (CS) relationships as “mentors and mentees” social, professional, and orientation bonding processes. The article breaks down the “mentor-mentee” social phenomena into two focal areas: the first area explores how mentors (teachers) enact care practices as a social orientation tool and the second section examines how teachers serve as models for student CS identity formation, principally how mentors’ gender, social and racial backgrounds create real-world ideological practices that students perceive as a lens to see their future selves (racial, ethnicity, and gender).

Authors

• Bodunrin O. Banwo, University of Massachusetts - Boston

• Lizette Navarrete-Burks, University of Houston - Downtown

• Steven McGee, The Learning Partnership

• Randi L McGee-Tekula, The Learning Partnership