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Sometimes I still do not see myself as a computer scientist: Negotiating a computer science identity as a Latina undergraduate and youth mentor.

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Title: Sometimes I still do not see myself as a computer scientist: Negotiating a computer science identity as a Latina undergraduate and youth mentor.
Authors: Martinez-Campa, Gislaine1 (AUTHOR), Kier, Meredith2 (AUTHOR) mwkier@wm.edu
Source: Cultural Studies of Science Education. Sep2024, Vol. 19 Issue 2/3, p443-458. 16p.
Subject Terms: *Summer schools, *Middle school students, *Computer science, Hispanic American youth, Computer scientists
Abstract: This study puts forth the counternarrative of the first author Gislaine, a first-generation undergraduate student, Latina, and computer science major. Gislaine participated in a research internship and STEM mentorship program led by the second author, Meredith. Through this program, Gislaine designed and taught CS lessons to predominantly low-income, African-American middle school students over an 8-day urban summer school program. By analyzing Gislaine's written account of her journey to CS, as well as planning documents and written reflections on her daily experiences mentoring youth, we explore how Gislaine's intersecting social identities shape her experiences both as a CS learner and as a mentor to youth. Gislaine's counternarrative illuminates the systems of oppression present in schools and the CS field, while also highlighting Gislaine's transformative approaches to mentoring students in CS. Gislaine's narratives emphasize the importance of humanizing CS and leveraging students' strengths to promote equitable access to CS education. Through her experiences, she underscores the significance of recognizing and addressing systemic barriers, while also advocating for inclusive and empowering educational practices. [ABSTRACT FROM AUTHOR]
Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Sometimes I still do not see myself as a computer scientist: Negotiating a computer science identity as a Latina undergraduate and youth mentor.
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  Data: *<searchLink fieldCode="DE" term="%22Summer+schools%22">Summer schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+science%22">Computer science</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+youth%22">Hispanic American youth</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+scientists%22">Computer scientists</searchLink>
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  Data: This study puts forth the counternarrative of the first author Gislaine, a first-generation undergraduate student, Latina, and computer science major. Gislaine participated in a research internship and STEM mentorship program led by the second author, Meredith. Through this program, Gislaine designed and taught CS lessons to predominantly low-income, African-American middle school students over an 8-day urban summer school program. By analyzing Gislaine's written account of her journey to CS, as well as planning documents and written reflections on her daily experiences mentoring youth, we explore how Gislaine's intersecting social identities shape her experiences both as a CS learner and as a mentor to youth. Gislaine's counternarrative illuminates the systems of oppression present in schools and the CS field, while also highlighting Gislaine's transformative approaches to mentoring students in CS. Gislaine's narratives emphasize the importance of humanizing CS and leveraging students' strengths to promote equitable access to CS education. Through her experiences, she underscores the significance of recognizing and addressing systemic barriers, while also advocating for inclusive and empowering educational practices. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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