EAGER: Developing a culturally responsive framework for promoting computing among adolescent girls in STEM programs

制定一个促进STEM项目中少女使用计算机的文化响应框架，是对STEM教育公平的更大工作体系的重要补充。政府的国家计算机计划“人人享有计算机科学”要求NSF和其他联邦机构为所有学生开发有效和公平的计算机科学教育途径。拟议的工作解决了这一更大的需求，特别关注有色人种女孩。美国STEM企业的性别平等是一个国家优先事项。拟议的工作是对这一全国性挑战的潜在解决方案的重要补充。文化响应教学法是一种教育方法，在正式和非正式学习环境中越来越多地用于K-12 STEM教育。这种方法的主要挑战之一是开发一个有效的框架来帮助教育工作者确定应该在学生的教育经历中注入哪些适当的文化因素。随着关注学生自我效能感的评价指标的增加，本文试图建立一种确定自我决定的文化指标的方法。它有可能在不断增长的计算机教育创新领域带来变革。它也为计算和交叉性的交叉领域的教育研究做出了重大贡献。

Developing a Culturally Responsive Framework for Promoting Computing Among Adolescent Girls in STEM Programs, is a critical addition to a larger body of work focused on equity in STEM education. The Administration's national computing initiative, CS for All, charges the NSF along with other federal agencies to develop effective and equitable pathways to CS education for all students. The proposed work addressed that larger need with a particular focus on girls of color. Gender equity in the U.S. STEM enterprise is a national priority. The proposed work is a critical addition to a potential solution to that national challenge.Culturally responsive pedagogy is an educational methodology increasingly used in K-12 STEM education in both formal and informal learning environments. One of the primary challenges of this approach is the development of an effective framework to help educators determine what appropriate cultural factors are, that ought to be infused in the education experiences of students. With the increase in evaluative metrics focused on students' self-efficacy, the proposed work attempts to establish a method for determining self-determined cultural indicators. It has the potential to be transformative in the growing space of educational innovation in computing. It also yields a significant contribution to educational research at the intersection of computing and intersectionality.