Culturally Responsive Computing: A Theory Revisited
Learning, Media and Technology Volume 40, Number 4, ISSN 1743-9884
Despite multiple efforts and considerable funding, historically marginalized groups (e.g., racial minorities and women) continue not to enter or persist in the most lucrative of fields--technology. Understanding the potency of culturally responsive teaching (CRT), some technology-enrichment programs modified CRP principles to establish a culturally responsive computing (CRC) experience for disenfranchised groups. We draw from our respective praxes developing two such initiatives and reconceptualize CRC as a heuristic. In this theoretical article, we offer a more nuanced vision of CRC considering intersectionality, innovations, and technosocial activism. Implications for the newly defined tenets consider programmatic, theoretical, and methodological concerns.
Scott, K.A., Sheridan, K.M. & Clark, K. (2015). Culturally Responsive Computing: A Theory Revisited. Learning, Media and Technology, 40(4), 412-436.
- computer science education
- Culturally Relevant Education
- educational innovation
- Educationally Disadvantaged
- Equal Education
- Minority Group Students
- Social Justice
- STEM education
- Student Development
- Technological Advancement
- Technology Education
- Technology Uses in Education
Cited ByView References & Citations Map
Culturally Responsive Teaching with Technology: Increasing STEM Participation of Underrepresented Groups
Carol Delaney & Kathryn S. Lee, Texas State University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 482–485
Experiences of Students from Traditionally Underrepresented Groups in an Informal STEM Educational Setting and the Effect on Self-Efficacy, Task Value, and Academic Course Selection
Anita Harvin, University of Texas at Austin, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 33–43
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