In this paper, we present an example of culturally-responsive making in the context of developing location-based community stories. Working with members of an Indigenous community in the Southwestern United States, we co-designed and implemented a two-week summer camp in which middle school youth used Augmented Reality and Interactive Storytelling (ARIS), a narrative-based programming tool, to create virtual community tours for the purpose of sharing the information they learned about tribally owned locations with others. We developed case studies of two groups of students ho incorporated

SciGirls Strategies Final Research Report on the use of gender equitable teaching strategies by high school CTE and STEM educators.

SciGirls Strategies year three evaluation and case studies reports on each participating educator.

The COMPUGIRLS: Culturally relevant technology program for adolescent girls was developed to promote underrepresented girls' future possible selves and career pathways in computer-related technology fields. We hypothesized that the COMPUGIRLS would promote academic possible selves and self-regulation to achieve these possible selves. We compared the growth trajectories of academic possible selves and self-regulation between the program participants and a comparison group using latent growth modeling for two semesters. There was no significant group difference in the growth trajectories of