GSE/RES: Girls' Cultural-Gendered Identities and Perceptions as Future Technologists: A Mixed-Method Research Project of Intersectionality

智力优势：这项为期三年的研究来自于一个试点项目，该项目调查了资源不足的学区的青春期女孩如何看待和实施她们作为文化存在者和未来技术专家的发展意识。来自亚利桑那州立大学、科罗拉多大学博尔德分校和国家妇女信息技术中心（NCWIT）的研究人员将利用他们与凤凰城联合高中区、罗斯福学区、吉拉河印第安社区和科罗拉多梅萨的现有合作，在三个地理区域（丹佛、凤凰城和吉拉河印第安社区）构建这项研究。来自高需求地区的160名有色人种（如非裔美国人、拉丁裔美国人、印第安人）青少年（13-18岁）的分层样本将被随机分配到两种条件中的一种（c# 1：强调文化相关性和性别身份的技术项目；c# 2技术项目不关注文化相关性或性别身份）。研究小组将对每一种情况下的女孩使用治疗前、治疗中和治疗后的工具，并实施人种学方法和参与性行动研究，使定量数据具有质感。交叉性和立场的理论概念作为设计的框架。更广泛的影响：这个建议将独特地分析多重和交叉的因素如何影响自我的各个维度，这些维度塑造了女孩作为技术人员的看法。这项研究也将超越简单地识别女孩。感知和障碍，并探索如何在日常实践中构建，体验和克服它们。研究这些交叉点和动态，将有助于我们更好地理解那些鼓励或阻碍有色人种女孩在教育生涯的早期阶段考虑科技的微妙因素，而不是通常的研究。这项研究的结果将对对多元化招聘和保留计划感兴趣的教育机构和技术行业感兴趣。

Intellectual Merit: This three-year research study draws from a pilot project that examined how adolescent girls in under-resourced school districts perceive and operationalize their developing consciousness as cultural beings and future technologists. Researchers from Arizona State University, University of Colorado-Boulder, and the National Center for Women Information Technology (NCWIT) will capitalize on their already existing collaborations with Phoenix Union High School District, Roosevelt School District, Gila River Indian Community, and Colorado MESA to structure this study in three geographic regions (Denver, Phoenix, and Gila River Indian Community). A stratified sample of 160 adolescent (ages 13-18) girls of color (e.g. African American, Latina, Native American), from high-needs districts will be randomly assigned in one of two conditions (C#1: technology program with cultural relevancy and gendered-identities emphasized; and C#2 technology program without a focus on cultural relevancy or gendered identities). The research team will administer pre-, mid-, and post- treatment instruments to girls in each condition and implement ethnographic methods and participatory action research to texturize the quantitative data. Theoretical concepts of intersectionality and standpoint serve as the frameworks for the design.Broader Impacts: This proposal will uniquely analyze how multiple and intersecting factors inform various dimensions of self that shape girl's perceptions as technologists. This study also will move beyond simply identifying girls? perceptions and barriers and explore how they are constructed, experienced, and overcome in everyday practice. Examining these intersections and dynamics will advance understanding about nuanced factors that encourage or impede girls of color considering technology at earlier stages in their educational careers than commonly researched. The findings from this study will be of interest to educational institutions and technology industries interested in diversity recruitment and retention programs.