Clear all

2 results found

reorder grid_view

Culturally situated design tools: Generative justice as a foundation for stem diversity

December 1, 2016

The " pipeline " model of STEM education conceives of underrepresentation by race, gender and class in terms of leaks that fail to deliver students to their destination in the science and technology workforce. But that model fails to consider the role of STEM in producing underrepresentation. This can only be solved by moving from the extractive approach of the pipeline model to a generative model in which the value produced by STEM students cycles back to their own communities. We report on our experience creating and evaluating Culturally Situated Design Tools. Using a framework of " generative justice " , we contrast the cyclic social damage, which reproduces underrepresentation with the potential for STEM education as a niche in the technosocial ecosystem that can address underrepresentation and causal factors.

cSELF (Computer Science Education from Life): Broadening Participation through Design Agency

October 1, 2013

The phrase ?broadening participation? is often used to describe efforts to decrease the race and gender gap in science and engineering education, and in this paper the authors describe an educational program focused on addressing the lower achievement rates and career interests of underrepresented ethnic groups (African American, Native American, and Latino students). However ?broadening participation? can also describe the more general problem of a narrow, decontextualized form of education that can alienate all demographics. Broadening the scope of computing education can not only help address disparities in differ ent social groups, but also make technical education more attractive to all individuals, and help us create a generation of science and engineering professionals who can better incorporate an understanding of the world into their technical work. The program the authors report on, Computer Science Education from Life (cSELF) takes a modest step in this direction. Using the concept of ?design agency? the authors describe how this merging of abstract formal structures, material creative practice, and cultural knowledge can improve underrepresented student engagement, and foster learning practices in computing that offer broader forms of social expression for all students.?