Cultivating Interest and Competencies in Computing Authentic Experiences and Design Factors (2021) / Chapter Skim
Currently Skimming:
2 Barriers and Supports for Learners in Computing
2 Barriers and Supports for Learners in Computing
Pages 19-32
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From page 19... ...
As part of these expanding opportunities, there is strong emphasis on increasing the participation of learners from groups that are historically underrepresented in computing compared to their representation in the U.S. population, namely, woman, people of color (i.e., Black, Latinx, and Indigenous learners)
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From page 20... ...
. Further, the patterns of who takes computing courses are comparable to the patterns observed in the profession; girls and people of color are less likely to take advanced placement computer science courses (see the section on Equity in AP Computer Science Courses)
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From page 21... ...
Despite these increases, gaps still remain, particularly between learners who are Native American/Alaska Native and their White and Asian counterparts. SOCIAL AND CULTURAL BARRIERS IMPACTING PARTICIPATION While access and opportunity likely contribute to the historical patterns of underrepresentation, social and cultural barriers rooted in racism and sexism play a significant role.
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SOURCE: Committee generated based on data from the National Center for Education Statis tics; available at https://nces.ed.gov/programs/digest/d18/tables/dt18_702.15.asp. the importance of understanding who is being privileged or marginalized in the system, and how individuals from privileged groups have access to opportunities for success and possess power over marginalized groups.
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From page 23... ...
This includes encounters with role odels, media m depictions, and instructional content that influence how learners value and identify with different activities, practices, communities, and potential occu pations. Learners begin to develop mental models about vocational pathways and identities and also develop a self-concept in relation to potential occupational pathways.
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From page 24... ...
Even though it took time and involved some problem solving, I felt competent and empowered" because he was able to install a server version of his favorite online game. His interest in the backend of computing piqued, he would later use portions of his time on the shared family laptop to watch online video tutorials that introduced programming basics in the Java programming language.
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The Role of Stereotypes and Implicit Biases Stereotypes create associations between occupations, fields, and identity categories such as class, race, and gender. Stereotypes suggesting science and other high-prestige occupations are the province of people who are privileged in society -- upper-middle class, White, and male -- are pervasive even in school settings (Allen and Eisenhart, 2017; Bang et al., 2013; Carlone and Johnson, 2007; Carlone, Scott, and Lowder, 2014; Tan et al., 2013)
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describe learners as making behavioral judgments based on what near peers are doing and what those in the next stage are doing. For example, sixth graders look toward what eighth graders do, and this may then shape the degree to which sixth graders participate in computing experiences.
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From page 27... ...
When she began college as a computer science major, "I was discouraged by one of my introductory programming courses." Raven described how she struggled with the traditional programming assignments and tests that were given, which were quite different from her experiences in after-school and summer pro grams. Her professor even told her that computer science may not be the right field for her, but she had enough resilience to decide she was not going to be dis suaded from completing that degree.
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From page 28... ...
Culturally relevant, responsive, and sustaining pedagogical approaches (described in more detail in Chapter 7) have highlighted the importance of settings that recognize the varied backgrounds and unequal resources that young learners bring to STEM experiences (Ladson-Billings, 1995; Scott and Zhang, 2014; Scott, Aist, and Hood, 2009; Scott, Sheridan, and Clark, 2015)
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These internship experiences led her to apply to a small liberal arts college as a computer science major (with a data science minor) , where she has just completed her sophomore year.
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Learning environments designed for professional authenticity exhibit features of problem solving, creation, experimentation, and inquiry that mirror or are directly connected to the culture, practices, and communities of computing professionals. We use the term "personally authentic" when the activity is personally or culturally meaningful in the mind of the learner.
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"The staff and instructors really encouraged and motivated me as I programmed games, made miniature light sabers, and built webpages." Over the years, his participation in library makerspace programs escalated to the point that he became one of the mentors there. He also began participating in workshops that were hosted by the local university, some of which his mother had learned about and shared with him and some that were implemented through the library makerspace.
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From page 32... ...
Although educators can work to create learning experiences in computing that foster personal authenticity by incorporating cultural elements and practices of groups traditionally underrepresented in the field, the professional world may also need to evaluate and address policies and practices that create barriers to diversity and inclusion. SUMMARY Many authentic learning environments in computing have strong asso ciations with a culture of science and technology that has historically been dominated by White men.
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