Affiliation:
1. New York, Brooklyn, New York
Abstract
Performing arts computing environments have received little attention in the educational sphere; yet, they offer opportunities for learners to validate their efforts, ideas, and skills through showcasing their work in a public-facing performance. In this work, we explore an out-of-school dance and computing educational program run by the organization, STEM From Dance. The organizational mission is to create an equitable learning experience for young women of color to engage with computing while exposing them to STEM careers. Through an analysis of eleven interviews with youth participants, instructors, and the executive director, we examine how the social, cultural, and political dimensions of the learning environment facilitate identity work in computing and dance. Our findings point to three primary activities used by the organization to promote equity: (1) providing psychological safety through a supportive community environment, (2) meaningfully engaging with learners’ social and cultural context through creative work with constructionist artifacts, and (3) actively promoting identity work as women of color in computing and STEM through both artifact work and community events. Applying the constructs of identity and psychological safety we explore the tensions and synergies of designing for equity in this performing arts and computing learning environment. We demonstrate how the seemingly contradictory elements of a high-stakes performance within a novice learning environment provides unique opportunities for supporting young women of color in computing, making them non-negotiable in the organization’s efforts to promote equity and inclusion. Our work illustrates how attending closely to the sociocultural dimensions in a constructionist learning environment provides lenses for navigating equity, identity work, and support for inclusive computing.
Funder
National Science Foundation
Publisher
Association for Computing Machinery (ACM)
Subject
Education,General Computer Science
Reference94 articles.
1. Constructing knowledge and transforming the world;Ackermann Edith K.;A Learn. Zone One’s Own: Shar. Repres. Flow Collab. Learn. Environ.,2004
2. H. Samy Alim and Django Paris. 2017. What is culturally sustaining pedagogy and why does it matter. Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World Teachers College Press 1–21.
3. H. Samy Alim, Django Paris, and Casey Philip Wong. 2020. Culturally sustaining pedagogy: A critical framework for centering communities. In Handbook of the Cultural Foundations of Learning. Routledge, 261–276.
4. Black Girls STEAMing Through Dance
5. Hackers, Computers, and Cooperation
Cited by
5 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
1. DanceBits 'It tells you to see us': Supporting Dance Practices with an Educational Computing Kit;Proceedings of the Eighteenth International Conference on Tangible, Embedded, and Embodied Interaction;2024-02-11
2. Understanding the educators’ practices in makerspaces for the design of education tools;Educational technology research and development;2023-11-27
3. Chronicles of Exploration: Examining the Materiality of Computational Artifacts;Proceedings of the 2023 ACM Conference on International Computing Education Research V.1;2023-08-07
4. Digital Drum Circles;Proceedings of the 22nd Annual ACM Interaction Design and Children Conference;2023-06-19
5. “Moment to Moment”: A Situated View of Teaching Ethics from the Perspective of Computing Ethics Teaching Assistants;Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems;2023-04-19