Girl Power by Design: Broadening Participation in Information and Communication Technology Pathways

加州州立大学萨克拉门托和麋鹿林联合学区（EGUSD）将建立一个名为“女孩力量”的研究人员-实践者合作伙伴关系（RPP），旨在提高女孩在严格、引人入胜的高中计算机科学（CS）课程中的代表性。EGUSD高中阶段的大多数CS课程都是在“信息和通信技术”（ICT）职业途径中教授的。职业道路是加州一项迅速发展的改革运动，特别是在招收大量低收入、多样化学生的高需求地区。女孩力量项目的目标是最终将在EGUSD中注册信通技术途径的女孩人数增加75%。为了实现这一目标，Girl Power将在该地区的多门课程中使用文化响应计算（CRC）体系和严格的计算机科学内容的发展和适应性教师专业发展，包括探索计算机科学课程。《儿童权利公约》的使用将使内容符合女孩的利益和关切。女孩力量伙伴关系将开发一个功能强大的RPP，实施一项基于设计的研究（DBR）研究，研究EGUSD计算机科学教师使用CRC教学法的教学如何影响女孩的招聘和成功。具体而言，研究将侧重于以下问题：（1）教师招聘女孩进入信息和通信技术职业道路;（2）女孩成功完成信息和通信技术道路，和3）该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的知识产权进行评估来支持。优点和更广泛的影响审查标准。

California State University Sacramento and Elk Grove Unified School District (EGUSD) will develop a Researcher-Practitioner Partnership (RPP), called Girl Power, that aims to improve the representation of girls in rigorous, engaging, high school computer science (CS) courses. Most CS courses at the high school level in EGUSD are taught in "Information and Communication Technology" (ICT) career pathways. Career pathways are a rapidly growing reform movement in California, especially in high needs districts that enroll large numbers of low-income, diverse students. The Girl Power project aims to ultimately increase the number of girls who enroll in an ICT Pathway in EGUSD by 75%. To accomplish this, Girl Power will use developmental and adaptive teacher professional development in Culturally Responsive Computing (CRC) pedagogies and rigorous computer science content across multiple courses in the district, including the Exploring Computer Science curriculum. The use of CRC will align content with girls' interests and concerns. The Girl Power partnership will develop a highly functioning RPP that implements a design-based research (DBR) study that examines how EGUSD computer science teachers' instruction using CRC pedagogies affects the recruitment and success of girls. Specifically the research will focus on questions around (1) teacher's recruitment of girls into ICT career pathways 2) girls' success in and completion of the ICT pathways, and 3) the impact of teacher professional development in CRC and CS content on girls' recruitment and success in CS courses.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.