Culturally responsive computing: a theory revisited

Scott, Kimberly A.; Sheridan, Kimberly; Clark, Kevin

doi:10.1080/17439884.2014.924966

Cited by 278 publications

(96 citation statements)

References 44 publications

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“…Scholars over the past 20 years working toward designing educational technology in ways that are relevant for diverse populations have pursued similar types of studies as we have presented here to argue that relevancy should be incorporated into the designs of educational technology because of its promise in allowing students to develop a personal connection to the content, as well as its applications to various contexts (cf. Duran, ; Lee, ; McLoughlin, ; Scott, Sheridan, & Clark, ; Sun, ). Moreover, there are also a growing number of experimental research reports that suggest that VR can mediate the ways students learn science and give them a nuanced appreciation of the content (Bailenson et al, ; Makransky & Lilleholt, ).…”

Section: Implications and Principal Contribution To The Fieldmentioning

confidence: 99%

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Boda

Brown

2019

J Res Sci Teach

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The development of three‐dimensional learning among all K‐12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill‐prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three‐dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design‐based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed‐methods design with a two‐way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self‐reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.

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Section: Implications and Principal Contribution To The Fieldmentioning

confidence: 99%

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Boda

Brown

2019

J Res Sci Teach

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“…Concurrently, it is prudent to adapt media literacy projects to particularly disadvantaged groups. Doing so provides minority students with opportunities to not only have access to new tools, but also to aid them in innovating with and within these technologies (Scott, Sheridan, & Clark, 2015). For example, the authors' culturally responsive computing programs improved STEM learning for African-American and Latina girls.…”

Section: Implications For Future Researchmentioning

confidence: 99%

Teaching Girls Online Skills: Results of the Wikid Grrls Intervention

2018

JMLE

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In 2013-2016, we designed and implemented Wikid Grrls, a 10-week after-school workshop series to teach online skills to middle school girls in U.S. schools. We interviewed and surveyed eighty participants before and after the workshop. Girls' online skills and confidence in them increased for the duration of the workshop series. Participants expressed great interest in learning more, but media literacy programs at their schools emphasizing online skills were lacking. Using feminist theories and the reader-to-leader framework, we argue that such media literacy interventions bring immediate learning rewards for participants. Further, we conclude that media literacy classes that include online skills should become regular features in U.S. school curricula instead of being offered merely in voluntary programs. This is essential to narrow gender gaps in digital knowledge creation and sharing. Future research is needed to assess long-term benefits of media literacy interventions to teach online skills longitudinally to see if, and how, such initiatives figure into subsequent schooling and career decisions.

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“…While these promising initiatives and investments in broadening participation in computer science have the opportunity to increase engagement and participation among underrepresented students, research on the effectiveness of these interventions is still emerging. Research has documented effective pre-college STEM intervention programs, strategies for engaging underrepresented groups (Maton, Hrabowski & Schmidt, 2000;Scott & Martin, 2014;Valla & Williams, 2012), the efficacy of the Exploring Computer Science curriculum and advocacy to increase access among underrepresented groups , and out-of-school computing interventions (Scott, Sheridan & Clark, 2014). Yet, additional research is needed to examine computing interventions, especially in out-of-school contexts, and approaches for engaging women of color in computing.…”

Section: Promising Initiatives and Interventions To Enhance Participamentioning

confidence: 99%

“…Specifically, CRC is designed as a framework to address digital disparities by considering intersectionality, innovation, and community advancement (Scott, Sheridan & Clark, 2014) and is a useful framework to examine and address experiences and interventions for girls of color in computer science.…”

Section: Culturally Responsive Computingmentioning

confidence: 99%

Moving Students of Color from Consumers to Producers of Technology

Rankin¹,

Thomas²

2017

Advances in Educational Marketing, Administration, and Leadership

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To address disparities in computing among girls of color, this chapter examines the impact of a multi-year, out-of-school computer science intervention with n=108 female high school students of color. This rigorous and comprehensive 5-week computer science intervention designed within a culturally-relevant framework, demonstrated the following outcomes: 1) one exposure to the intervention demonstrated a significant impact on computer science knowledge, attitudes, and access to diverse peers/role models, 2) the impact of the intervention endured after a 9-month period, and 3) repeated-exposure to the intervention (2 sequential 5-week interventions) produced greater growth than just one summer. These findings suggest that short-term interventions can be impactful, and repeated exposure opportunities are

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Culturally responsive computing: a theory revisited

Cited by 278 publications

References 44 publications

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Priming urban learners' attitudes toward the relevancy of science: A mixed‐methods study testing the importance of context

Teaching Girls Online Skills: Results of the Wikid Grrls Intervention

Moving Students of Color from Consumers to Producers of Technology

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