THE BESSIE COLEMAN PROJECT: BROADENING HISTORICALLY-EXCLUDED STUDENTS' PARTICIPATION IN COMPUTER SCIENCE.

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Bibliographic Details
Title:	THE BESSIE COLEMAN PROJECT: BROADENING HISTORICALLY-EXCLUDED STUDENTS' PARTICIPATION IN COMPUTER SCIENCE.
Authors:	Leonard, Jacqueline¹ jleona12@uwyo.edu, Ellington, Roni² Roni.Ellington@morgan.edu, Blustein, Daniel³ daniel.blustein@acadiau.ca, Jordan, Will J.⁴ will.jordan@temple.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2021, p1728-1732. 5p.
Subject Terms:	Student participation, Computer science education, Computer simulation, STEM education, Problem solving ability testing
Abstract:	This research report presents the results of The Bessie Coleman Project (BCP), which was named for the first African-American and Native woman to receive a pilot's license. Urban and rural students from historically-excluded backgrounds (i.e., Black, Latinx, Indigenous, and female) were recruited to participate in the BCP. Computer modeling, 3D printing, flight simulation, and drones were used as interventions to enhance students' computational thinking (CT) skills and STEM efficacy. Project staff and facilitators implemented the project in Pennsylvania, Colorado, and Wyoming in Year 2. This research report describes the results of the Year 2 BCP study before the COVID-19 pause, specifically as they relate to student identity and to broadening underrepresented students' participation in STEM. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This research report presents the results of The Bessie Coleman Project (BCP), which was named for the first African-American and Native woman to receive a pilot's license. Urban and rural students from historically-excluded backgrounds (i.e., Black, Latinx, Indigenous, and female) were recruited to participate in the BCP. Computer modeling, 3D printing, flight simulation, and drones were used as interventions to enhance students' computational thinking (CT) skills and STEM efficacy. Project staff and facilitators implemented the project in Pennsylvania, Colorado, and Wyoming in Year 2. This research report describes the results of the Year 2 BCP study before the COVID-19 pause, specifically as they relate to student identity and to broadening underrepresented students' participation in STEM. [ABSTRACT FROM AUTHOR]