Centering the Identities of Girls of Color in Computational Thinking Programs
Patricia Martínez García, Ashley Jackson, Laura-Ann Jacobs · 2020
Efforts to broaden participation in computing have revealed the need for a deeper theoretical and empirical understanding of how girls of color form computing identities. In this paper, we use the concept of identities-in-practice as an analytical frame to examine how girls of color engage in computational thinking practices. Our research investigates how the identities of girls of color can be leveraged as funds of knowledge in learning spaces and asks the following research question: How does centering the identities of girls of color impact their engagement with computational thinking practices? We provide a program overview of CompuGirls, describe our curricular design approach, and share results from pilot implementations of the program offered at public libraries in Michigan, Arizona, and California. Results from our pilot year demonstrate that integrating identity exploration into a computational thinking curriculum results in a mutually reinforcing relationship where girls of color experience reflective identity development while simultaneously increasing their understanding of computational thinking. We present our approach as a promising avenue for connecting computing knowledge and skills to girls' identities and lived experiences. By focusing on the girls' identities, the program re-imagines computational experiences by fostering interactions with computational thinking from a personal perspective. Ultimately, we argue that centering girls' identities should be viewed as an integral part of the learning process and not tangential.