Integrating Computer Science Education with Ethnic-Racial Identity Exploration within a Social Justice Youth Development Framework
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| Title: | Integrating Computer Science Education with Ethnic-Racial Identity Exploration within a Social Justice Youth Development Framework |
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| Language: | English |
| Authors: | Steven Worker, Fe Moncloa, Vernelle Mitchell-Hawkins |
| Source: | Journal of Youth Development. 2024 19(3):1-20. |
| Availability: | Clemson University Press. 116 Sigma Drive, Clemson, SC 29634. Tel: 864-656-2278; e-mail: cupress@clemson.edu; Web site: www.clemson.edu/press |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Computer Science Education, Racial Identification, Self Concept, Social Justice, Disproportionate Representation, Minority Groups, Computation, Motivation, Occupational Aspiration, Culturally Relevant Education, Individual Development, Supplementary Education, Enrichment Activities, Adolescents |
| ISSN: | 2325-4009 2325-4017 |
| Abstract: | Science, technology, engineering, and mathematics (STEM) fields face persistent disparities in racial, ethnic and gender representation; these disparities are even more pronounced in computer science (CS) fields where women of color comprise 1 percent or less of all employees. These inequalities, and their causes, are complex, systemic, and result in substantial negative consequences for individuals, organizations, and society. Out-of-school time youth development programs may offer ideal spaces for supporting youth of color in developing computational identities, and thus, improved motivation and aspirations to pursue computer science. We present a theoretical integration of ethnic-racial and computational identity, social justice youth development, culturally relevant pedagogy, and computer science education to advance pedagogical practices to strengthen adolescents computational thinking, ethnic-racial identity, and motivation for continued computer science learning. We hope this approach will help young people build resilience and promote a culture of social justice, to prepare them to navigate the CS industry's predominately White and Asian male culture. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1458309 |
| Database: | ERIC |
| Abstract: | Science, technology, engineering, and mathematics (STEM) fields face persistent disparities in racial, ethnic and gender representation; these disparities are even more pronounced in computer science (CS) fields where women of color comprise 1 percent or less of all employees. These inequalities, and their causes, are complex, systemic, and result in substantial negative consequences for individuals, organizations, and society. Out-of-school time youth development programs may offer ideal spaces for supporting youth of color in developing computational identities, and thus, improved motivation and aspirations to pursue computer science. We present a theoretical integration of ethnic-racial and computational identity, social justice youth development, culturally relevant pedagogy, and computer science education to advance pedagogical practices to strengthen adolescents computational thinking, ethnic-racial identity, and motivation for continued computer science learning. We hope this approach will help young people build resilience and promote a culture of social justice, to prepare them to navigate the CS industry's predominately White and Asian male culture. |
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| ISSN: | 2325-4009 2325-4017 |
