Understanding How to Engage Black HS Boys in Computer Science Through Tech Innovation and Entrepreneurship

被引：8
作者：
Washington, Gloria J. [1 ]
Meijias, Marlon [2 ]
Burge, Legand, III [1 ]
机构：
[1] Howard Univ, Washington, DC 20059 USA
[2] Univ N Carolina, Charlotte, NC USA
来源：
COMPUTING IN SCIENCE & ENGINEERING | 2020年 / 22卷 / 05期
关键词：
Technological innovation; Computer science; Entrepreneurship; Encoding; Education; Sociology; Statistics; computer science education; tech innovation; entrepreneurship; broadening participation in computer science;
D O I：
10.1109/MCSE.2019.2950408
中图分类号：
TP39 [计算机的应用];
学科分类号：
081203 ; 0835 ;
摘要：
Black high school (HS) boys are an untapped source for initiatives in broadening participation in computer science (CS). This article describes a five week program that employs active and problem-based learning activities to teach tech innovation and entrepreneurship to local teens in the Washington, DC, USA area. Called #WatchMeCode, the program's objective is to build black HS boys' confidence in coding, communicating their programming skills, and rebuilding their thoughts about computer science. The program uses a constructivist pedagogical approach allowing students to build their understanding of computer science and technology through Internet-search-based history lessons, podcasts, and presentations by other black male tech entrepreneurs. Additionally, students ventured out into their community with hands-on design-thinking and customer discovery skills to observe their environment, its issues/problems, and developed new technology with their unique perspectives in mind. Results showed that participants became interested and confident in computer science by creating their own tech innovations.
引用
收藏
页码：20 / 27
页数：8
相关论文
共 22 条
  • [1] Gonzalez J., The apollo school: What 21st century learning looks like j cult of pedagogy, Cult Pedagogy, (2019)
  • [2] Kolb D.A., Experiential Learning: Experience As the Source of Learning and Development, (2014)
  • [3] Beckman S.L., Barry M., Innovation as a learning process: Embedding design thinking, Calif. Manage. Rev., 50, 1, pp. 25-56, (2007)
  • [4] Beaudry A., Black Lives Matter: The Schott 50 State Report on Public Education and Black Males, (2015)
  • [5] National Academies of Sciences, Engineering, and Medicine, Assessing and Responding to the Growth of Computer Science Undergraduate Enrollments, (2018)
  • [6] The State of Black America, 2018, (2019)
  • [7] Lynn M., Bacon J.N., Totten T.L., Bridges T.L., Jennings M., Examining teachers' beliefs about African American male students in a low performing high school in an African American school district, Teachers College Rec., 112, 1, pp. 289-330, (2010)
  • [8] Howard T.C., How does it feel to be a problem Black male students, schools, and learning in enhancing the knowledge base to disrupt deficit frameworks, Rev. Res. Educ., 37, 1, pp. 54-86, (2013)
  • [9] Milner H.R., Iv, African American males in urban schools: No excuses-Teach and empower, Theor. Pract., 46, 3, pp. 239-246, (2007)
  • [10] Davis J.E., Jordan W.J., The effects of school context, structure, and experiences on African American males in middle and high school, J. Negro Educ., 63, 4, pp. 570-587, (1994)
123