Kimberly Scott

Professor, Founding Executive Director

  • 91 Citations
  • 5 h-Index
20012020
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Personal profile

Personal Profile

Kimberly A. Scott is a professor of women and gender studies in the School of Social Transformation at Arizona State University (ASU) and the Founding Executive Director of ASU’s Center for Gender Equity in Science and Technology (CGEST). Founded by Professor Scott, the center is a one-of-a-kind research unit focused on exploring, identifying, and creating innovative scholarship about underrepresented women and girls in science, technology, engineering and mathematics (STEM). Center projects include the National Science Foundation-funded COMPUGIRLS; U.S. Department of Education-funded COMPUPOWER; Gates-funded project on African American Families and Technology Use; and NSF-funded Culturally Responsive Co-Robotics Program. Scott is also an Affiliate Faculty in George Mason University’s Center for Digital Media Innovation and Diversity located in Fairfax, Virginia.

Trained as a sociologist of education and childhoods, Scott’s interdisciplinary work examines girls’ of color (African American, Native American, Latina) social and academic development in informal spaces and their technosocial innovations. With nearly 50 publications in outlets such as the, International Journal of Qualitative Studies in Education, International Journal of Gender, Science, and Technology, Feminism and Psychology, Huffington Post, and Slate, to name a few, Kimberly is also co-author of the Rowman and Littlefield book Kids in Context and co-editor of the IAP published book, Research in Urban Educational Settings: Lessons Learned and Implications for Future Practice. Recently, she published Women Education Scholars and Their Children’s Schooling (Routledge) and is completing COMPUGIRLS: Becoming Ourselves in This Digital Age (University of Illinois Press).

Prior to becoming an academic, Scott worked as an urban educator with international and national institutions including a center for girls in Chiang Mai Thailand; the Educational Law Center in Newark, New Jersey; and the National Museum of African Art-Smithsonian. Having written and successfully won over $8.7 million in grant funding to support research about and programs for girls of color and digital media use, Scott was named in 2014 as a White House Champion of Change for STEM Access. The same year, the publication Diverse Issues in Higher Education identified Kimberly as one of the top 30 women in higher education. Scott earned her BA from Smith College in art history and French literature, an MS from Long Island University in curriculum and instruction/elementary education and her EdD from Rutgers University in social and philosophical foundations of education, and completed the high potentials leadership program at Harvard Business School.

Education/Academic qualification

Social and Philosophical Foundations of Education, EdD, Rutgers, the State University of New Jersey

… → 1999

​Curriculum and Instruction/Elementary Education, MS, Long Island University

… → 1995

African Studies/French Literature, BA, Smith College

… → 1991

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Research Output 2001 2017

  • 91 Citations
  • 5 h-Index
  • 11 Article
intersectionality
participation
resources
ethnography
education
3 Citations

Compugirls: Stepping stone to future computer-based technology pathways

Lee, J., Husman, J., Scott, K. A. & Eggum-Wilkens, N. D., Apr 4 2015, In : Journal of Educational Computing Research. 52, 2, p. 199-223 25 p.

Research output: Contribution to journalArticle

self-regulation
Trajectories
career
Group
semester
22 Citations

Culturally responsive computing: a theory revisited

Scott, K. A., Sheridan, K. M. & Clark, K., Oct 2 2015, In : Learning, Media and Technology. 40, 4, p. 412-436 25 p.

Research output: Contribution to journalArticle

intersectionality
heuristics
Teaching
Group
Innovation
19 Citations

COMPUGIRLS' Standpoint: Culturally Responsive Computing and Its Effect on Girls of Color

Scott, K. A. & White, M. A., Sep 2013, In : Urban Education. 48, 5, p. 657-681 25 p.

Research output: Contribution to journalArticle

African American
curriculum
assets
learning
innovator
3 Citations

Digital Engagement for Urban Youth: From Theory to Practice

Scott, K. A. & Clark, K., Sep 2013, In : Urban Education. 48, 5, p. 627-628 2 p.

Research output: Contribution to journalArticle

youth

Projects 2007 2020