In the United States, culturally responsive computing is a framework that aims to support broadening the participation of racially and linguistically diverse children in computing and technology education through bottom-up interventions that are community-oriented, technology rich, and culturally dynamic. Despite the important role that youth sports play in many local neighborhoods and communities across demographic groups there is only a small amount of research on developing culturally responsive computing education that incorporates these activities. We report findings from a culturally responsive computing collaboration between computing education researchers and coaches, mentors, and academic staff who ran a youth boxing program that predominantly served African American children. The purpose of the collaboration was to learn about and represent the adults’ expertise and knowledge in the co-development of culturally responsive computing activities. Using an emergent mixed methods research design, we collected qualitative data (i.e., interviews and group discussions) and quantitative data (i.e., pre- and post-surveys) throughout the collaboration. We analyzed these data to study how coaches, mentors, and staff members brought their knowledge and expertise to bear on the co-development of culturally responsive computing activities for the youth boxing program. Our findings show how the coaches, mentors, and academic staff used their expertise and knowledge in ways that leveraged boxing culture to go beyond boxing itself in the co-development of the activities. In addition, even when connections between computing and boxing did not appear authentically motivated this did not negate the adults’ engagement with the culturally responsive computing project. These findings have implications for anti-deficit theorizing about authenticity and inauthenticity in the co-development of culturally responsive computing in youth sports contexts. The construction of authenticity in culturally responsive computing might be less understood as a direct translation from community into education and more so as a negotiation between locally defined demarcations of what is considered authentic and inauthentic.

在美国，文化响应计算是一个框架，旨在通过以社区为导向、技术丰富且文化动态的自下而上的干预措施，支持扩大种族和语言多样化的儿童对计算和技术教育的参与。尽管青少年体育在许多当地社区和跨人口群体的社区中发挥着重要作用，但关于发展包含这些活动的文化响应性计算机教育的研究却很少。我们报告了计算教育研究人员与教练、导师和学术人员之间文化响应计算合作的结果，这些人员运行了一个主要为非裔美国儿童服务的青少年拳击项目。合作的目的是了解并代表成年人在共同开发文化响应计算活动方面的专业知识和知识。使用新兴的混合方法研究设计，我们在整个合作过程中收集了定性数据（即访谈和小组讨论）和定量数据（即调查前和调查后）。我们分析了这些数据，以研究教练、导师和工作人员如何利用他们的知识和专业知识来共同开发青少年拳击项目的文化响应计算活动。我们的研究结果表明，教练、导师和学术人员如何利用他们的专业知识和知识，利用拳击文化，在共同开发活动中超越拳击本身。此外，即使计算和拳击之间的联系似乎没有真正的动机，这也不会否定成年人对文化响应计算项目的参与。这些发现对于青少年体育背景下文化响应计算共同开发的真实性和不真实性的反赤字理论具有影响。文化响应计算中真实性的构建可能不太被理解为从社区到教育的直接转化，而更多地被理解为本地定义的真实和不真实界限之间的协商。