Purpose

There is a critical need to understand how to attract Black girls and other girls of color to the science, technology, engineering, math, and computer science (STEM+CS) field. This study aims to look at the design and implementation of a CS learning ecosystem that supports girls of color in acquiring critical CS skills starting in middle school.

Design/methodology/approach

This mixed-method case study included 53 girls, between the ages of 11 and 13, in four US middle schools. Study methods included the analysis of a pre-program student survey, longitudinal interviews and focus groups, weekly observations and computing artifacts.

Findings

Program participants were interested in CS, were confident in their ability to learn CS, had prior coding and CS experience and had parents and teachers who encouraged them to learn CS. But some students showed dependent learning behaviors while engaging in CS activities. These included relying on instructors and being reticent to make mistakes–behaviors that limit learning. The CS learning ecosystem supported students as they shifted from applying dependent learning approaches to applying independent learning approaches. Instructors sustained a growth mindset and supported productive struggle as students learned CS skills.

Originality/value

A CS learning system supported equitable learning experiences and helped students develop independent learning behaviors that led to deeper engagement in CS.

中文翻译：

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有色人种女孩公平的 STEM+CS 学习体验：通过学习生态系统培养独立的学习方法

目的

迫切需要了解如何吸引黑人女孩和其他有色人种女孩进入科学、技术、工程、数学和计算机科学 (STEM+CS) 领域。本研究旨在探讨计算机科学学习生态系统的设计和实施，该生态系统支持有色人种女孩从中学开始获得关键的计算机科学技能。

设计/方法论/途径

这项混合方法的案例研究包括美国四所中学的 53 名年龄在 11 岁到 13 岁之间的女孩。研究方法包括对预科学生调查的分析、纵向访谈和焦点小组、每周观察和计算工件。

发现

项目参与者对 CS 感兴趣，对自己学习 CS 的能力充满信心，有编码和 CS 经验，并且有鼓励他们学习 CS 的父母和老师。但也有部分学生在从事CS活动时表现出依赖学习行为。其中包括依赖老师和不愿犯错误——这些行为限制了学习。CS 学习生态系统支持学生从依赖学习方法转向独立学习方法。当学生学习计算机科学技能时，教师保持成长心态并支持富有成效的斗争。

原创性/价值

CS 学习系统支持公平的学习体验，并帮助学生培养独立的学习行为，从而更深入地参与 CS。