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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Detalles Bibliográficos
Publicado en:	School Community Journal vol. 34, no. 1 (Spring/Summer 2024), p. 127
Autor principal:	Mickelson, Roslyn Arlin
Otros Autores:	Mikkelsen, Ian, Dorodchi, Mohsen, Cukic, Bojan, Petro, Caitlin, Al Ayeisha, Zelaya, Alston, Shakayla, Teddy, Anthony, Win, Myat, Wiktor, Sandra, Sherman, Barry, Cook, Jeffrey
Publicado:	Academic Development Institute
Materias:	Code.org University of North Carolina United States > US North Carolina Problem solving Teaching Higher education Collaboration Careers Computer science Mentors Curricula Workshops Case studies Minority & ethnic groups Labor force Low income groups Service learning Stereotypes College students Middle class Role models Females Occupations Race Secondary schools Learning School districts STEM education Middle school students High School Graduates Thinking Skills Grade 6
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Descripción
Resumen:	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.
ISSN:	1059-308X
Fuente:	Psychology Collection