Resources

Computer science (CS) education finds itself at a pivotal moment to reckon with what it means to accept, use, and create technologies, with the continued recruitment of minoritized students into the field. In this paper, we build on the oral traditions of educating with stories, and take the reader on two journeys. We begin with a story that leads us in thinking about where computer science educa- tion is, in the wake of slavery, under the New Jim Code. Within a BlackCrit framework, we shake the grounds of the computer science field, where technologies are often promoted as objective, but

In a national moment of political tumult and violence directed at immigrants, people of color, and other marginalized groups, our education systems need new strategies to mean- ingfully engage families and communities in ensuring equitable learning for our youth. Not only do families and communities bring historical and lived knowledge about how to persist through these challenges, they can also bring critical expertise in how to advance educational justice and community well-being. In these difficult times, or perhaps because of them, we have found evidence of justice-based approaches to

Much of the research that focuses on the academic success of Black youth in urban science education does not consider the provision of tools that educators can use in becoming more effective. This article discusses this issue, and introduces an approach to pedagogy-reality pedagogy-which includes five distinct types of practices (the 5 C's) which teachers can implement in their classrooms to facilitate effective science instruction. I describe the 5 C's of reality pedagogy; discuss ways they can be implemented; and show how they can both support the effectiveness of urban science teachers and

The purposes of this study were to describe the roles mentors enacted as part of an afterschool STEM program and how those roles varied across three sites and to explain those differences. Design: We used a comparative case study design. We collected data primarily from interviews with program mentors and observations of the sessions. Findings: We found the mentors played four roles, depending on the school site: teachers, friends, support, and role models. Mentors interpreted cues from the environment in light of their own identities, which ultimately led them to construct a plausible

Despite the increasing number of women receiving bachelor’s degrees in computing (i.e., Computer Science, Computer Engineering, Information Technology, etc.), a closer look reveals that the percentage of Black women in computing has significantly dropped in recent years, highlighting the underrepresentation of Black women and its negative impact on broadening participation in the field of computing. The literature reveals that several K-16 interventions have been designed to increase the representation of Black women and girls in computing. Despite these best efforts, the needle seems to have

Background: Scholarship demonstrates that Black girls’ capacities to imagine possible futures in comput- ing are constrained by narratives of white masculinity and misogynoir embedded within computing. Building on race critical code studies and identity-as-narrative theories, we examine restorying through Black woma- nist storytelling methodologies for integrating Black girls’ intersectional identities when designing and reim- agining their computing futures. We ask: How might womanist storytelling methods support one Black girl in restorying possible computing futures? Methods: We present a