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

为在STEM方案中促进青春期女孩之间的计算开发一个文化响应性框架，是对关注STEM教育公平的更大工作的重要补充。政府的国家计算倡议，CS for All，要求NSF和其他联邦机构为所有学生开发有效和公平的CS教育途径。拟议的工作满足了这一更大的需求，特别侧重于有色人种女孩。在美国STEM企业中，性别平等是国家的优先事项。这项拟议的工作是对这一国家挑战的潜在解决方案的关键补充。文化响应式教学法是一种教育方法，在正规和非正式学习环境中的K-12 STEM教育中越来越多地使用。这种方法的主要挑战之一是制定一个有效的框架，帮助教育工作者确定哪些是适当的文化因素，这些因素应该融入到学生的教育经验中。随着关注学生自我效能感的评价指标的增加，本研究试图建立一种确定自我确定的文化指标的方法。在不断增长的计算机教育创新空间中，它具有变革的潜力。它还对计算和交叉性交叉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.