This NSF INCLUDES pilot project focused on addressing the challenge of broadening participation in Science-Technology-Engineering-Mathematics (STEM) among underrepresented minoritized youth in grades 5-8.  Our activities resulted in providing underrepresented youth with opportunities to acquire computer science (CS) knowledge in a culturally relevant way, while simultaneously strengthening mathematical skills fundamental to CS. Through a network of statewide partners in Delaware, this work was grounded in four innovative goals: (1) facilitate culturally-responsive learning of key CS concepts and practices among underrepresented youth in grades 5-8; a period when youth naturally think about what they want to be when they grow up, but before they are presented with opportunities in high school to pursue STEM courses; (2) build youth (and community) knowledge around the potential positive impacts of computing on their local communities; (3) increase participating youth knowledge, confidence, and interest in becoming creators of computing innovations; and (4) strengthen participating youth mathematical skills through positive and intentional engagement with computing experiences. With university faculty, graduate and undergraduate students’  frequent presence (on average, weekly) at our community partner sites for informal learning (local libraries and Boys and Girls Club), the partners worked to build a mutually supportive relationship with the primary goal of increasing and diversifying participation in culturally-responsive CS activities. The team developed curriculum, coordinated logistics, and made recommendations for sustainability of culturally relevant CS programs at both community sites.  Learning facilitators at the community sites participated in professional development alongside teachers each summer.  Undergraduates trained by university CS and education faculty supported the program development at each site through facilitating and helping implement CS programs.  University faculty balanced their roles as experts in education and CS, while also taking a supplicant role to prioritize community partners as experts with important cultural capital in their community. Significant data were collected and analyzed including interviews, youth CS products, lesson plans, and informal learning classroom observations.  The project research findings support that culturally responsive frameworks help students develop a sense of belonging in both the informal learning environment and in CS. Building relationships between students and facilitators increases access for minoritized populations. Facilitator positionality as near-peer relationships with the students positions them as advocates for expanding and diversifying CS. Youth formed a variety of learning communities during the collaborative development of computing artifacts. Frequent participants were found to work with a greater number of peers compared to less frequent participants. Findings also showed that providing such sustainable culturally relevant learning opportunities in informal learning environments faces challenges of continually new participants, ongoing uncertainty of participation rates, and limited resources, culminating in facilitators finding it challenging to engage students in  learning activities.  Research on the  professional development activities indicated that even though our culturally responsive pedagogy training sessions were short, educators began to develop a foundational understanding of what it means to be culturally responsive and equity-focused as a CS educator. Project findings indicate that knowledge of CS content and pedagogy does not suffice in efforts to broaden participation in computing. Rather, explicit attention on building teachers’ knowledge of creating engaging learning environments that break down biases and build on students interests and cultural needs is essential. 

Last Modified: 02/03/2022
Modified by: Lori L Pollock