Inspiring and Preparing Underserved Middle School Students for Computer Science: A Descriptive Case Study of the UNC Charlotte/Wilson STEM Academy Partnership
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| Title: | Inspiring and Preparing Underserved Middle School Students for Computer Science: A Descriptive Case Study of the UNC Charlotte/Wilson STEM Academy Partnership |
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| Language: | English |
| Authors: | Roslyn Arlin Mickelson, Ian Mikkelsen, Mohsen Dorodchi, Bojan Cukic, Caitlin Petro, Zelaya Al Ayeisha, Shakayla Alston, Anthony Teddy, Myat Win, Sandra Wiktor, Barry Sherman, Jeffrey Cook |
| Source: | School Community Journal. 2024 34(1):127-158. |
| Availability: | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/ |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Middle School Students, Computer Science Education, Partnerships in Education, Minority Group Students, Disproportionate Representation, Stereotypes, Case Studies, College School Cooperation, Undergraduate Students, Majors (Students), Thinking Skills, Coding, Teaching Methods, Essays, Student Attitudes, Student Evaluation, Self Esteem, Academic Ability, Females, Gender Differences, Program Descriptions |
| Geographic Terms: | North Carolina (Charlotte) |
| ISSN: | 1059-308X 1059-308X |
| Abstract: | Students from underrepresented populations--females, working class, and youth from marginalized racial/ethnic groups--are less likely than their middle-class Asian and White male peers to study computer science (CS) in college. The dearth of CS undergraduates from these groups contributes to projected labor force shortages. Sources of the dilemma include weak or absent inspiration and CS preparation in middle schools and negative stereotypes suggesting certain groups do not belong in CS. This case study describes three years of a community collaboration between a local university and a nearby middle school attended by primarily low-income students of color. The University of North Carolina Charlotte/Wilson STEM Academy Partnership focused on undergraduates majoring in CS teaching monthly workshops designed to inspire and academically prepare the middle schoolers for college and CS majors by teaching them coding and computational thinking while also challenging stereotypes about who belongs in CS. Post-workshop assessments, reflective essays, interviews, and administrative data were thematically coded. Findings suggest the workshops sparked interest in college and CS, undermined toxic stereotypes, and nurtured the academic self-confidence of middle schoolers. The Partnership provided the undergraduates with opportunities to meet their own academic goals while "paying it forward." Results suggest that the Partnership can serve as a model starting point for disrupting the disproportionalities in female and underrepresented minority students in CS. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425340 |
| Database: | ERIC |
| Abstract: | Students from underrepresented populations--females, working class, and youth from marginalized racial/ethnic groups--are less likely than their middle-class Asian and White male peers to study computer science (CS) in college. The dearth of CS undergraduates from these groups contributes to projected labor force shortages. Sources of the dilemma include weak or absent inspiration and CS preparation in middle schools and negative stereotypes suggesting certain groups do not belong in CS. This case study describes three years of a community collaboration between a local university and a nearby middle school attended by primarily low-income students of color. The University of North Carolina Charlotte/Wilson STEM Academy Partnership focused on undergraduates majoring in CS teaching monthly workshops designed to inspire and academically prepare the middle schoolers for college and CS majors by teaching them coding and computational thinking while also challenging stereotypes about who belongs in CS. Post-workshop assessments, reflective essays, interviews, and administrative data were thematically coded. Findings suggest the workshops sparked interest in college and CS, undermined toxic stereotypes, and nurtured the academic self-confidence of middle schoolers. The Partnership provided the undergraduates with opportunities to meet their own academic goals while "paying it forward." Results suggest that the Partnership can serve as a model starting point for disrupting the disproportionalities in female and underrepresented minority students in CS. |
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| ISSN: | 1059-308X 1059-308X |
