EAGER: Developing a Culturally Responsive Computing Instrument for Underrepresented Students

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议的项目提供了理论和经验依据。EAGER项目旨在进行一项研究，旨在实现一个文化响应的计算框架，从理论到经验应用，通过探索哪些因素可以识别，并随后用于开发工具的项目，以评估青少年在计算机和技术相关领域和职业中的自我效能和自我感知。该项目探讨了跨不同性别和种族身份的年轻人的文化响应计算的结构（即，白色，非洲裔美国人，拉丁美洲人，美洲原住民，阿拉斯加原住民男孩和女孩）使用文化响应，参与行动研究方法。该项目探索和开发的文化响应计算与不同的初中和高中学生的交叉身份的工具的因素结构。它使用文化上敏感的方法，共同创建一个工具，供以后验证，以评估青年在技术方面的自我效能和自我认识。该项目将通过进行观察，焦点小组和访谈，探索跨变量的文化响应计算结构，并从教师和学生那里收集上下文数据和信息，这些数据和信息将有助于一系列案例。这项工作涉及两个阶段的混合方法研究，重点是收集证据，以评估，设计和验证从理论到实证应用的文化响应计算框架。来自四个地理位置不同的农村和城市地区以及种族背景的50名学生和教师将参加共同创造的建筑。

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projectsThis EAGER project aims to conduct a study designed to operationalize a culturally responsive computing framework, from theory to empirical application, by exploring what factors can be identified and later used to develop items for an instrument to assess youths' self-efficacy and self-perceptions in computing and technology-related fields and careers. The project explores the constructs of culturally responsive computing across youths of diverse gender and racial identities (i.e., White, African American, Latino, Native American, Alaskan Native boys and girls) using a culturally responsive, participatory action research approach. The project explores and develops the factor structure of an instrument on culturally responsive computing with diverse middle and high schoolers of intersecting identities. It uses culturally responsive methodologies to co-create an instrument for later validation that will assess youths' self-efficacy and self-perceptions in technology. The project will explore Culturally Response Computing constructs across variables by conducting observations, focus groups and interviews, and collect context data and information from teachers and students that will contribute to a series of case examples. The work involves a two-phase mixed-methods research study focused on assembling evidence to assess, design and validate a Culturally Responsive Computing Framework from theory to empirical application. A total of 50 students and teachers from four geographically diverse rural and urban areas and racial ethnic backgrounds will participate in co-creating constructs.