This article describes the role of culture and power in building a research-practice partnership (RPP). The original aims that drove the building of the RPP were to generate and use research to inform the programs and services provided by the youthserving organization to Latinx youth and to use the findings to inform research on how to broaden participation in computing. In this article, we describe how the RPP evolved. Data include documentation from meeting notes, e-mails, and observations as well as interviews with practitioners. The results suggest that the research goals and process changed when the partners began to critically analyze and discuss the role of power and culture, and adjustments to the methods and theoretical grounding of the research were made as a result. The lessons learned are summarized in terms of their implications for generating research that has both theoretical and social justice implications.

A growing number of programs aim to increase girls' interest in computing courses and careers, but there is little research on their effectiveness. In this study, we describe how girls in an after-school and summer program changed over time. Activities were based on the expectancy-value model of motivation and included computer game programming and career and college exploration via virtual mentors and field trips. Data from 59 (mostly Latina) students who participated for over 50 h show an increase in computing career goals, expectations for success with computing, the value they placed on computing and computing-related jobs, as well as perceived parent support. There was no change in their depth of interest in problem solving, endorsement of gender stereotypes, or perceived support from school-based peers and teachers. Different data sources yielded different findings about girls' stereotypical beliefs about computer jobs. Implications for designing interventions at the middle school level are discussed.

This chapter describes how children and youth are using digital media to address inequity in their schools, communities, and in society. The chapter begins with a review of the historical and cultural roots of children making digital media for the social good, and situates the approach in the context of other civic and community-based movements. The next section focuses on the range of ways that children and youth are making digital media, including who is participating, and the social and institutional factors involved. The next sections describe the benefits for the participants and for society, as well as the barriers to broader participation. Two case studies highlight key strategies for engaging marginalized youth in making digital media for the social good, and ways to expand the popularity of this approach. The chapter concludes with suggestions for future research, and the broader implications for education, civic engagement, social practice and policy.

This chapter describes how children and youth are using digital media to address inequity in their schools, communities, and in society. The chapter begins with a review of the historical and cultural roots of children making digital media for the social good, and situates the approach in the context of other civic and community-based movements. The next section focuses on the range of ways that children and youth are making digital media, including who is participating, and the social and institutional factors involved. The next sections describe the benefits for the participants and for society, as well as the barriers to broader participation. Two case studies highlight key strategies for engaging marginalized youth in making digital media for the social good, and ways to expand the popularity of this approach. The chapter concludes with suggestions for future research, and the broader implications for education, civic engagement, social practice and policy.

El estado de salud en la población escolar muestra un elevado índice de sedentarismo y por ello es necesario conocer el estado de salud de los escolares para así poder realizar una adecuada intervención orientada a la actividad física saludable. El objetivo de este estudio es el conocer los niveles de condición física como referencia para orientarnos en el estado de salud de los escolares de 11 a 12 años a través de la aplicación de la Batería ALPHA-Fitness. La muestra consta de N= 79, (38 niños; 41 niñas). Los resultados muestran cómo los niveles de condición física relacionada con la salud están entre los valores muy bajos y bajos de los establecidos por los referentes de la propia batería.  Resulta necesario un trabajo de intervención basado en la mejora de la Condición Física y más en las niñas que en los niños.

In the United States, Hispanic/Latino youth are underrepresented in computer science degree programs and the workforce. This chapter reviews theoretical models and empirical evidence to guide efforts to engage Hispanic/Latino youth in activities and learning environments that have the potential to increase their interest and capacity to pursue and persist in computer science. The authors advocate for a culturally responsive approach to engaging youth in computer science, and highlight a research-based program called Computer Science for the Social Good that has evidence of increasing elementary and high school students' interest and capacity to study computer science. The chapter concludes with implications for research and practice.

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In the United States, Hispanic/Latino youth are underrepresented in computer science degree programs and the workforce. This chapter reviews theoretical models and empirical evidence to guide efforts to engage Hispanic/Latino youth in activities and learning environments that have the potential to increase their interest and capacity to pursue and persist in computer science. The authors advocate for a culturally responsive approach to engaging youth in computer science, and highlight a research-based program called Computer Science for the Social Good that has evidence of increasing elementary and high school students' interest and capacity to study computer science. The chapter concludes with implications for research and practice.