Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing

Catherine Ashcraft, Elizabeth K. Eger, Kimberly A. Scott

Research output: Contribution to journalArticle

10 Scopus citations

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 2017

Keywords

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

ASJC Scopus subject areas

  • Education
  • Anthropology

Fingerprint Dive into the research topics of 'Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing'. Together they form a unique fingerprint.

  • Cite this