GSE/RES: Gender Equity in Afterschool Computer Science

AbstractSRI国际和加州学龄联盟寻求探索是否计算机科学课外活动在单一性别设置比计算机科学课外活动在男女同校设置更有效。这项研究涉及25个课后地点，每个地点约有30名少数民族女孩和男孩随机分配到一个单一性别的男性环境，单一性别的女性环境，或男女同校的环境。PI在所有三种研究条件下使用先前NSF资助开发的Build IT课程，这些研究条件基于Build IT单元的高影响力和吸引力，以使女孩和男孩参与科学发现。PI通过密切关注和使用与文化相关的教学材料、提供榜样、消除陈规定型观念的威胁、鼓励注重努力的心态以及对工作人员进行平等培训来开展这项工作。研究的问题是（1）是否计算课程，是有效的非洲裔美国人和拉丁美洲女孩在课后组织专注于服务女孩有平等的好处，女孩分组时，在单一性别或男女同校的环境？(2)男孩是否从课程中受益？如果是，他们是从单性别环境还是男女同校环境中受益更多？(3)男孩和女孩的背景（例如父母的支持，文化陈规定型观念）有什么个体差异;特征（例如性别，种族，文化）和程序之前的技术经验，无论设置影响对计算机科学的态度和理解？(4)辅导员在多大程度上实施了性别平等的做法，这些做法中哪些抑制或促进了女孩和男孩对计算机科学的兴趣和理解？PI采用了严格的实验设计，使用埃克尔斯的期望值模型作为理论框架。埃克尔斯的期望值模型评估态度变化和概念理解，并鼓励非洲裔美国人和拉丁裔学生追求STEM学习和职业。 它描述了关键的社交者，如父母，教师，同龄人，榜样和课后辅导员如何塑造女孩和男孩对未来成功的态度。 它还强调了支持青年需要将STEM视为他们追求STEM目标的身份的一部分。一个培训培训员的专业发展方法支持25名主持人及其管理人员使用建设信息技术课程。所有的培训师，辅导员和管理人员都参加了建立IT专业发展产品，其中包括在各种环境中与男孩和女孩合作的战略。干预允许低SES学生通过设计和探索IT职业来建立信息技术流畅性，成为更具创新性的技术创业环境工程师，并钻研计算思维。预期的结果是，这项研究将阐明何时单性别和男女同校教育有效以及对谁有效。

AbstractSRI International and the California School-Age Consortium seek to explore whether computer science afterschool activities in single-sex settings are more effective than computer science afterschool activities in co-ed settings. The research involves 25 after school sites, each with approximately 30 minority girls and boys randomly assigned to a single-sex male environment, single-sex female environment, or coeducational environment. The PI uses the Build IT curriculum developed with prior NSF funding in all three research conditions based on the high impact and appeal of the Build IT units to engage girls and boys in scientific discovery. The PI approaches this work by paying close attention to and use of culturally relevant instructional materials, providing role models, addressing stereotype threats, encouraging effort-focused mindsets, and training in equity for staff. The research questions are (1) Does a computing curriculum that was effective for African American and Latina girls in an afterschool organization focused on serving girls have equal benefits for girls when grouped in a single-sex or coed environment? (2) Do boys benefit from the curriculum and, if so, do they benefit more from single-sex or coed environments? (3) What individual differences the backgrounds (e.g. parental support, cultural stereotypes) of boys and girls; characteristics (e.g. gender, race, culture), and technology experiences prior to program, regardless of setting impact attitudes towards and understanding of computer science? (4) To what extent do facilitators implement gender-equitable practices and which of these practices inhibit or promote the interest of girls and boys in and understanding of computer science?The PI employs a rigorous experimental design that uses Eccles' expectancy-value model as the theoretical framework. Eccles' expectancy-value model assesses attitudinal changes and conceptual understandings as well as encourages African American and Latina students to pursue STEM learning and careers. It describes how key socializers such as parents, teachers, peers, role models, and afterschool facilitators can shape the attitudes of girls and boys toward their future success. It also highlights the support youth need to see STEM as part of their identity to pursue STEM goals. A train-the-trainer approach to professional development supports 25 facilitators and their managers on the use of the Build IT curriculum. All trainers, facilitators, and managers participate in Build IT professional development offerings that include strategies for working with boys and girls in the various environments. The intervention allows low SES students to build information technology fluency through design and exploration of IT careers, become more innovative with technology as entrepreneurial environmental engineers, and delve in computational thinking. The expected outcome is that this research will shed light on when single-sex and coeducation works and for whom.