You are here:

Culturally Responsive Computing in Urban, After-School Contexts: Two Approaches

, , ,

Urban Education Volume 48, Number 5, ISSN 0042-0859


The academic performance and engagement of youth from under-represented ethnic groups (African American, Latino, and Indigenous) in science, technology, engineering, and mathematics (STEM) show statistically large gaps in comparison with their White and Asian peers. Some of these differences can be attributed to the direct impact of economic forces. But cultural factors also play a role. This essay will examine two culturally responsive math education technologies and report on evaluations of the technologies in urban out-of-school settings that suggest both approaches can be effective for integrating math education into urban, after-school contexts.


Eglash, R., Gilbert, J.E., Taylor, V. & Geier, S.R. (2013). Culturally Responsive Computing in Urban, After-School Contexts: Two Approaches. Urban Education, 48(5), 629-656. Retrieved April 17, 2021 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.