Becoming Technosocial Change Agents

Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing

Catherine Ashcraft, Elizabeth K. Eger, Kimberly Scott

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Drawing from our two-year ethnography, we juxtapose the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls’ emerging identities as technosocial change agents. In presenting this in-depth and up-close exploration, we simultaneously identify conditions that both facilitated and limited the program's potential. Ultimately, we illustrate how these findings can enhance anthropological research and practice in youth identity, culturally responsive pedagogies, and computing education.

Original languageEnglish (US)
Pages (from-to)233-251
Number of pages19
JournalAnthropology and Education Quarterly
Volume48
Issue number3
DOIs
StatePublished - Sep 1 2017
Externally publishedYes

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intersectionality
participation
resources
ethnography
education
experience

Keywords

  • computing education
  • Culturally responsive pedagogies
  • diversity
  • youth identity

ASJC Scopus subject areas

  • Education
  • Anthropology

Cite this

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