EAGER: Developing a Culturally Responsive Computing Instrument for Underrepresented Students

探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、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实证证明。该EAGER项目旨在开展一项研究，旨在从理论到实证应用，实现文化响应计算框架的可操作性。通过探索哪些因素可以被识别出来，然后用来开发一个工具项目来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感和自我认知。该项目采用文化响应、参与式行动研究方法，探索不同性别和种族身份的年轻人（即白人、非裔美国人、拉丁裔美国人、印第安人、阿拉斯加土著男孩和女孩）的文化响应计算结构。本项目以不同身份的初高中学生为研究对象，探索并发展文化响应性计算工具的因素结构。它使用文化响应方法共同创建了一个工具，用于后期验证，将评估青少年在技术方面的自我效能和自我认知。该项目将通过观察、焦点小组和访谈来探索跨变量的文化反应计算结构，并从教师和学生那里收集背景数据和信息，这些数据和信息将有助于形成一系列案例。这项工作包括两阶段的混合方法研究，重点是收集证据，从理论到实证应用，评估、设计和验证文化响应计算框架。来自四个地理上不同的城乡地区和种族背景的50名学生和教师将参与共同创造的建筑。

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.