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Equitable STEM+CS Learning Experiences for Girls of Color: Nurturing an Independent Learning Approach via a Learning Ecosystem

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Title: Equitable STEM+CS Learning Experiences for Girls of Color: Nurturing an Independent Learning Approach via a Learning Ecosystem
Language: English
Authors: Yamaguchi, Ryoko, Hankerson Madrigal, Veronica, Eaton, Cyntrica N., Burge, Jamika D.
Source: Journal for Multicultural Education. 2023 17(4):427-442.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 16
Publication Date: 2023
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1752436
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: STEM Education, Computer Science Education, Minority Group Students, Females, Middle School Students, Equal Education, Program Effectiveness, Independent Study, Learner Engagement, Womens Education, Self Efficacy, Learning Activities, Learning Processes
DOI: 10.1108/JME-01-2023-0004
ISSN: 2053-535X
Abstract: Purpose: There is a critical need to understand how to attract Black girls and other girls of color to the science, technology, engineering, math, and computer science (STEM+CS) field. This study aims to look at the design and implementation of a CS learning ecosystem that supports girls of color in acquiring critical CS skills starting in middle school. Design/methodology/approach: This mixed-method case study included 53 girls, between the ages of 11 and 13, in four US middle schools. Study methods included the analysis of a pre-program student survey, longitudinal interviews and focus groups, weekly observations and computing artifacts. Findings: Program participants were interested in CS, were confident in their ability to learn CS, had prior coding and CS experience and had parents and teachers who encouraged them to learn CS. But some students showed dependent learning behaviors while engaging in CS activities. These included relying on instructors and being reticent to make mistakes--behaviors that limit learning. The CS learning ecosystem supported students as they shifted from applying dependent learning approaches to applying independent learning approaches. Instructors sustained a growth mindset and supported productive struggle as students learned CS skills. Originality/value: A CS learning system supported equitable learning experiences and helped students develop independent learning behaviors that led to deeper engagement in CS.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1398452
Database: ERIC
FullText Text:
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  Data: Equitable STEM+CS Learning Experiences for Girls of Color: Nurturing an Independent Learning Approach via a Learning Ecosystem
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  Data: <searchLink fieldCode="AR" term="%22Yamaguchi%2C+Ryoko%22">Yamaguchi, Ryoko</searchLink><br /><searchLink fieldCode="AR" term="%22Hankerson+Madrigal%2C+Veronica%22">Hankerson Madrigal, Veronica</searchLink><br /><searchLink fieldCode="AR" term="%22Eaton%2C+Cyntrica+N%2E%22">Eaton, Cyntrica N.</searchLink><br /><searchLink fieldCode="AR" term="%22Burge%2C+Jamika+D%2E%22">Burge, Jamika D.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+Multicultural+Education%22"><i>Journal for Multicultural Education</i></searchLink>. 2023 17(4):427-442.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 16
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  Data: 2023
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  Data: National Science Foundation (NSF)
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Womens+Education%22">Womens Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink>
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  Data: 10.1108/JME-01-2023-0004
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  Data: 2053-535X
– Name: Abstract
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  Data: Purpose: There is a critical need to understand how to attract Black girls and other girls of color to the science, technology, engineering, math, and computer science (STEM+CS) field. This study aims to look at the design and implementation of a CS learning ecosystem that supports girls of color in acquiring critical CS skills starting in middle school. Design/methodology/approach: This mixed-method case study included 53 girls, between the ages of 11 and 13, in four US middle schools. Study methods included the analysis of a pre-program student survey, longitudinal interviews and focus groups, weekly observations and computing artifacts. Findings: Program participants were interested in CS, were confident in their ability to learn CS, had prior coding and CS experience and had parents and teachers who encouraged them to learn CS. But some students showed dependent learning behaviors while engaging in CS activities. These included relying on instructors and being reticent to make mistakes--behaviors that limit learning. The CS learning ecosystem supported students as they shifted from applying dependent learning approaches to applying independent learning approaches. Instructors sustained a growth mindset and supported productive struggle as students learned CS skills. Originality/value: A CS learning system supported equitable learning experiences and helped students develop independent learning behaviors that led to deeper engagement in CS.
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  Data: 2023
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  Data: EJ1398452
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/JME-01-2023-0004
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 427
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Womens Education
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Learning Processes
        Type: general
    Titles:
      – TitleFull: Equitable STEM+CS Learning Experiences for Girls of Color: Nurturing an Independent Learning Approach via a Learning Ecosystem
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            NameFull: Yamaguchi, Ryoko
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            NameFull: Hankerson Madrigal, Veronica
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            NameFull: Eaton, Cyntrica N.
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            NameFull: Burge, Jamika D.
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            – TitleFull: Journal for Multicultural Education
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