DRK12 EAGER Developing a Culturally Responsive Computing Instrument for Underrepresented Students

Project: Research project

Description

Recent years have seen an increasing number of educational programs incorporating intersectional approaches (Collins, 2015; Crenshaw, 1991) and culturally responsive computing (Scott, Sheridan, & Clark, 2015; Scott & White, 2013) components to motivate members from underrepresented communities (e.g. racial, social class, gender minorities) to enter and persist in science, technology, engineering and mathematics (STEM). The Culturally Responsive Computing Framework (Scott et al., 2015) highlights youths personal asset building, reflection of their computing experiences and intersecting identities, and connectedness with their peers and communities. Yet, without an empirically supported and culturally adaptive instrument on this construct, we lack the justification to introduce effective programs to novel contexts; funding agencies will face increased challenges in evaluating which proposed culturally responsive programs to fund; and for those funded, it is unclear as to their effectiveness. The goal of this three-year project is to operationalize the Culturally Responsive Computing Framework from theory to empirical application by exploring which theoretical constructs can and should be used to develop items for a valid instrument that will assess youths self-efficacy and self-perceptions in technology - the fastest growing of all STEM careers (Biery, 2017). To this end, an interdisciplinary research team from Arizona State University and WestEd are adopting an evidence-centered approach (Mislevy, Almond, & Lukas, 2003) in the development of a Culturally Responsive Computing instrument. In this approach we start with construct specification after which we generate items based on behaviors and performances that reveal the generated constructs.
Two aims and anticipated outcomes include: Objective #1: Exploring the constructs of culturally responsive computing across youths of diverse gender and racial identities (i.e., White, African American, Latinx, Native American, Alaskan Native boys and girls) using a culturally responsive, participatory action research approach; Outcome: Conceptualization of culturally responsive computing from youths and their teachers perspectives. Objective #2: To explore and develop the factor structure of an instrument on culturally responsive computing with diverse middle and high schoolers of intersecting identities; Outcome: Empirical evidence for the factor structure of culturally responsive computing.
StatusActive
Effective start/end date2/15/181/31/20

Funding

  • National Science Foundation (NSF): $299,922.00

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student
mathematics
engineering
interdisciplinary research
gender
research approach
science
educational program
action research
social class
self-image
community
self-efficacy
evidence
assets
funding
career
minority
lack
teacher