“去(ing)硬……“作为有色人种的女性”:在表演舞蹈和计算机学习环境中审视身份工作的案例研究

Kayla Desportes, K. McDermott, Yoav Bergner, W. Payne
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引用次数: 8

摘要

表演艺术计算环境在教育领域很少受到关注;然而,他们为学习者提供了机会,通过在面向公众的表演中展示他们的作品来验证他们的努力、想法和技能。在这项工作中,我们探索了由该组织运营的校外舞蹈和计算机教育项目,STEM From dance。该组织的使命是为有色人种的年轻女性创造一个公平的学习体验,让她们接触计算机,同时让她们接触STEM职业。通过对11位青年参与者、教师和执行董事的访谈分析,我们研究了学习环境的社会、文化和政治维度如何促进计算机和舞蹈中的身份工作。我们的研究结果指出了该组织用于促进公平的三个主要活动:(1)通过支持性社区环境提供心理安全;(2)通过与建构主义人工制品的创造性工作有意义地参与学习者的社会和文化背景;(3)通过人工制品工作和社区活动积极促进计算机和STEM领域有色人种女性的身份认同工作。应用身份和心理安全的结构,我们探索在这个表演艺术和计算机学习环境中为公平设计的紧张和协同作用。我们展示了在新手学习环境中,高风险绩效的看似矛盾的因素如何为支持计算机领域的有色人种年轻女性提供了独特的机会,使她们在组织促进公平和包容的努力中不可妥协。我们的工作说明了如何在建构主义学习环境中密切关注社会文化维度,为导航公平、身份工作和支持包容性计算提供了视角。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“Go[ing] Hard...as a Woman of Color”: A Case Study Examining Identity Work within a Performative Dance and Computing Learning Environment
Performing arts computing environments have received little attention in the educational sphere; yet, they offer opportunities for learners to validate their efforts, ideas, and skills through showcasing their work in a public-facing performance. In this work, we explore an out-of-school dance and computing educational program run by the organization, STEM From Dance. The organizational mission is to create an equitable learning experience for young women of color to engage with computing while exposing them to STEM careers. Through an analysis of eleven interviews with youth participants, instructors, and the executive director, we examine how the social, cultural, and political dimensions of the learning environment facilitate identity work in computing and dance. Our findings point to three primary activities used by the organization to promote equity: (1) providing psychological safety through a supportive community environment, (2) meaningfully engaging with learners’ social and cultural context through creative work with constructionist artifacts, and (3) actively promoting identity work as women of color in computing and STEM through both artifact work and community events. Applying the constructs of identity and psychological safety we explore the tensions and synergies of designing for equity in this performing arts and computing learning environment. We demonstrate how the seemingly contradictory elements of a high-stakes performance within a novice learning environment provides unique opportunities for supporting young women of color in computing, making them non-negotiable in the organization’s efforts to promote equity and inclusion. Our work illustrates how attending closely to the sociocultural dimensions in a constructionist learning environment provides lenses for navigating equity, identity work, and support for inclusive computing.
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