Take space, make space: how students use computer science to disrupt and resist marginalization in schools
Take space, make space: how students use computer science to disrupt and resist marginalization in schools
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DOI：
10.1080/08993408.2020.1805284
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发表时间：
2020-07
影响因子：
2.7
通讯作者：
Jean J. Ryoo;Tiera Tanksley;Cynthia Estrada;Jane Margolis
中科院分区：
文献类型：
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作者：
Jean J. Ryoo;Tiera Tanksley;Cynthia Estrada;Jane Margolis
背景与背景在不公平的教育体系之上叠加计算机科学（CS）课程不会使我们走向“全民计算机科学”。本文优先考虑在美国西部一个大型城市学区的高中CS教室就读的少数族裔学生的观点，以帮助告知CS如何真正为所有人服务。本文在回答研究问题“从历史上在计算机领域代表性不足的少数族裔学生的角度来看，是什么使他们在计算机科学高中入门课程中的代理意识产生了关键差异？”的同时，探讨了学生代理的样子。方法我们的研究与实践合作使用定性数据（包括课堂观察、访谈、学生文物和视频/照片）和调查来揭示少数民族青年的观点和愿景。该研究描述了学生代理是什么样子的年轻人——他们之前没有计算机科学学习经验——使用计算机科学作为抵制边缘化和非人性化学校环境的工具，同时宣布他们自己在计算机科学教室中的“合法存在”。研究结果表明，计算机科学课程和教学方法以对少数族裔青年产生影响的方式为中心，对学生的生活至关重要。这将支持更深入地参与内容学习和学生代理计算机。
ABSTRACT Background and Context Overlaying Computer Science (CS) courses on top of inequitable schooling systems will not move us toward “CS for All.” This paper prioritizes the perspectives of minoritized students enrolled in high school CS classrooms across a large, urban school district in the Western United States, to help inform how CS can truly be for all. Objective This paper explores what student agency looks like while answering the research question “From the perspective of minoritized students historically underrepresented in computing, what makes a critical difference in their sense of agency in introductory CS high school classes?” Method Our research-practice partnership used qualitative data (including classroom observations, interviews, student artifacts, and video/photos) and surveys to surface the perspectives and visions of minoritized youth. Findings The research describes what student agency looks like as youth – who have had no prior CS learning experiences – use CS as a tool to resist marginalization and dehumanizing school contexts, while declaring their own “rightful presence” in CS classrooms. Implications Findings demonstrate the importance for CS curricula and pedagogy to center the lives of students in ways that are consequential for minoritized youth. This would support deeper engagement with content learning and student agency with computing.