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

Gloria Ladson-Billings provides a perceptive and interesting account of what is needed to prepare novice teachers to be successful with all students in our multicultural society. This book is must reading for all those entering the profession ofteaching today and for those who prepare them for this important work."--Ken Zeichner, associate dean and professor of curriculum and instruction, School of Education, University of Wisconsin-Madison" The multiple voices in Gloria Ladson-Billings's book are compelling, provocative, and insightful-they provide a powerful 'insider' perspective on what it

Women use technology to mediate numerous aspects of their lives, yet women of color are grossly underrepresented in the fields of computer science and engineering. Decisions about participation in STEM are frequently made prior to high school, and these decisions are impacted by prior experience, confidence, and sense of fit with community. The Digital Youth Divas (DYD) is an out-of-school program that uses narrative stories to launch the creation of digital artifacts and support non-dominant middle school girls' STEM interests and identities through virtual and real-world community. This

A resurgence of Indigenous political cultures, governances and nation-building requires generations of Indigenous peoples to grow up intimately and strongly connected to our homelands, immersed in our languages and spiritualities, and embodying our traditions of agency, leadership, decision-making and diplomacy. This requires a radical break from state education systems – systems that are primarily designed to produce communities of individuals willing to uphold settler colonialism. This paper uses Nishnaabeg stories to advocate for a reclamation of land as pedagogy, both as process and

In this article we expand on ideas of making and maker spaces to develop Indigenous making and sharing. We draw from an ArtScience participatory design project that involved Indigenous youth, families, community artists, and scientists in a summer Indigenous STEAM program designed to cultivate social and ecologically just nature-culture relations grounded in Indigenous ways of knowing, being, and making. In this article we focus specifically on clay making and the ways in which onto-epistemic heterogeneity can be engaged to create transformative maker spaces. We present findings from an

Indigenous sciences are foundationally based in relationships, reciprocity, and responsibilities. These sciences constitute systems of knowledge developed through distinct perspectives on and practices of knowledge creation and decision-making that not only have the right to be pursued on their own terms but may also be vital in solving critical twenty-first-century challenges. “Science” is often treated as if it were a single entity, free of cultural influences and value-neutral in principle. Western science is often seen as instantiating and equivalent to this idealized, yet problematic

Engineering touches every aspect of human life, from providing access to clean drinking water to 5G telecommunications and vaccine development. Yet few young people ever encounter the subject in school or graduate with the foundational skills and knowledge to pursue engineering studies and careers. Now more than ever, we must inspire and prepare our students to grow into the informed designers and innovators the world needs to solve the tough challenges facing us today and in the future. In short, engineering learning is essential for every child in every school, town, city, and county in the