Sometimes I still do not see myself as a computer scientist: Negotiating a computer science identity as a Latina undergraduate and youth mentor

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES
Gislaine Martinez-Campa, Meredith Kier
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引用次数: 0

Abstract

This study puts forth the counternarrative of the first author Gislaine, a first-generation undergraduate student, Latina, and computer science major. Gislaine participated in a research internship and STEM mentorship program led by the second author, Meredith. Through this program, Gislaine designed and taught CS lessons to predominantly low-income, African-American middle school students over an 8-day urban summer school program. By analyzing Gislaine’s written account of her journey to CS, as well as planning documents and written reflections on her daily experiences mentoring youth, we explore how Gislaine’s intersecting social identities shape her experiences both as a CS learner and as a mentor to youth. Gislaine’s counternarrative illuminates the systems of oppression present in schools and the CS field, while also highlighting Gislaine’s transformative approaches to mentoring students in CS. Gislaine’s narratives emphasize the importance of humanizing CS and leveraging students’ strengths to promote equitable access to CS education. Through her experiences, she underscores the significance of recognizing and addressing systemic barriers, while also advocating for inclusive and empowering educational practices.

有时,我仍然不认为自己是一名计算机科学家:作为拉丁裔本科生和青年导师的计算机科学身份谈判
本研究提出了第一作者 Gislaine 的反叙述,她是第一代本科生,拉丁裔,主修计算机科学。Gislaine 参加了由第二作者 Meredith 领导的研究实习和 STEM 导师计划。通过这个项目,Gislaine 在为期 8 天的城市暑期学校项目中,为主要是低收入的非裔美国中学生设计并教授了 CS 课程。通过分析 Gislaine 关于她学习 CS 的历程的书面记录、计划文件以及她指导青少年的日常经历的书面反思,我们探讨了 Gislaine 相互交织的社会身份如何塑造了她作为 CS 学习者和青少年导师的经历。Gislaine 的反叙述揭示了学校和 CS 领域存在的压迫制度,同时也强调了 Gislaine 指导 CS 学生的变革性方法。Gislaine 的叙述强调了将 CS 人性化和利用学生的优势来促进公平接受 CS 教育的重要性。通过她的经历,她强调了认识和解决系统性障碍的重要性,同时还倡导包容性和赋权的教育实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
期刊介绍: Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
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