Centering minoritized high school students' perspectives from introductory Computer Science through 12th grade and beyond

从计算机科学入门到 12 年级及以上，以少数族裔高中生的观点为中心

• 批准号: 2030935
• 负责人: Jean Ryoo
• 金额: $ 50万
• 依托单位: University of California-Los Angeles
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2030935&HistoricalAwards=false
• 关键词: Centering; minoritized; students; perspectives; introductory

Despite advances made by national Computer Science (CS) for All movements, women, students of color, and lower-income students are still underrepresented. Prior research has shown that computer science learning should be engaging, meaningful, and relevant for all students. This is especially true for underrepresented youth who may need additional support to develop a sense of belonging and identity with computing. This project looks closely at how and why students perceive their computer science courses during their high school years. The investigators will interview minoritized youth in Los Angeles and Mississippi high schools to learn what makes a difference for their engagement, sense of belonging, and agency with computing. The work will also study how underrepresented students do or don't persist from introductory to more advanced computing curricula.This research will fill two significant gaps in current knowledge. First, youth perspectives have mostly been missing from conversations regarding keeping equity at the center of computing education. This work will specifically amplify minoritized students' voices. Second, the research will collect needed longitudinal data regarding the longer-term impacts on students' personal and educational pathways following experiences with new high school curricula, including Exploring Computer Science and Advanced Placement Computer Science Principles. The researchers will investigate how minoritized youth can best be supported to feel a sense of belonging in CS fields. This work will shine a light on the nature of the persistent under-representation of women and Students of Color in computing, moving the field toward critical solutions to this problem. This project is funded by the CS for All: Research and RPPs program.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

尽管全国计算机科学（CS）为所有运动取得了进展，但妇女，有色人种学生和低收入学生的代表性仍然不足。先前的研究表明，计算机科学学习应该是有吸引力的，有意义的，并与所有学生相关。对于代表性不足的青年来说尤其如此，他们可能需要额外的支持来培养对计算的归属感和认同感。该项目密切关注学生如何以及为什么在高中期间感知他们的计算机科学课程。调查人员将采访洛杉矶和密西西比高中的少数民族青年，以了解是什么影响了他们的参与度、归属感和对计算机的能动性。这项工作还将研究代表性不足的学生如何坚持或不坚持从入门到更先进的计算课程。这项研究将填补目前知识的两个重大空白。首先，在关于将公平置于计算机教育中心的对话中，大多数人都没有看到年轻人的观点。这项工作将特别扩大少数群体学生的声音。其次，研究将收集所需的纵向数据，这些数据涉及新高中课程对学生个人和教育途径的长期影响，包括探索计算机科学和高级安置计算机科学原理。研究人员将调查如何最好地支持少数民族青年在CS领域有归属感。这项工作将照亮持续代表性不足的妇女和学生的颜色在计算的性质，移动领域对这个问题的关键解决方案。该项目由CS for All：Research and RPPs计划资助。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

“What Happens to the Raspado man in a Cash-free Society?”: Teaching and Learning Socially Responsible Computing

– 无现金社会中的拉斯帕多人会发生什么？ – 教学和学习社会责任计算

• DOI: 10.1145/3453653
• 发表时间: 2021
• 期刊: ACM Transactions on Computing Education
• 影响因子: 2.4
• 作者: Ryoo, Jean J.;Morris, Alicia;Margolis, Jane
• 通讯作者: Margolis, Jane

Defining a "Computer Science Person" and the Pedagogical Practices Supporting Positive Identification for Minoritized Youth

• DOI: 10.1145/3545945.3569794
• 发表时间: 2023-03
• 期刊: Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1
• 作者: Jean J. Ryoo;K. Tsui

Centering Minoritized Students' Perspectives: What Makes CS Learning Consequential

以少数学生的观点为中心：是什么让计算机科学学习变得重要

• DOI: 10.1145/3545945.3569878
• 发表时间: 2023
• 期刊: SIGCSE
• 作者: Wei, Wei;Ryoo, Jean J.;Morris, Alicia
• 通讯作者: Morris, Alicia