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Culturally Responsive Computing in Teacher Training: Designing Towards the Transformative Learning of Girls in STEM

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  • المؤلفون: Maha Elsinbawi (ORCID Maha Elsinbawi (ORCID 0000-0002-4689-7015); Aaminah Norris; Abigail Cohen; Maureen A. Paley
  • المصدر:
    International Journal of Computer Science Education in Schools. 2023 6(2).
  • الموضوع:
    2023
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Availability:
      International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org
    • Peer Reviewed:
      Y
    • المصدر:
      14
    • Sponsoring Agency:
      National Science Foundation (NSF)
    • Education Level:
      High Schools
      Secondary Education
    • الموضوع:
      Transformative Learning; Females; Ethnic Groups; Minority Group Students; Faculty Development; Disadvantaged; Teacher Education; STEM Education; Culturally Relevant Education; Intersectionality; Computer Science Education; Learner Engagement; Educational Needs; Cultural Influences; Self Concept; Teacher Attitudes; High School Teachers; Information Technology; Gender Differences
    • ISSN:
      2513-8359
    • نبذة مختصرة :
      This paper reports on the findings of a Design-Based Research (DBR) study that investigated the transformative learning of six high school computer science teachers after they participated in a professional development (PD) training with a focus on Culturally Responsive Computing (CRC). Findings from the statistical analysis of pre-and post-surveys reveal ways in which teachers' understanding and enactment of CRC in their classrooms led to a reporting of increased student engagement, a deeper understanding of diverse learning needs, and improved access to cultural resources to specifically meet girls' needs. Findings from interviews and focus groups further reveal that after engaging in the PD, teachers qualitatively adapted their classroom strategies in order to uplift the cultural practices and gender identities of historically marginalized students. This study has implications for how teachers' professional development is designed and how they are guided to enact culturally responsive computing in ways that help recruit and retain racial and ethnic minority girls in CS courses.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2024
    • الرقم المعرف:
      EJ1408987