Computational thinking (CT) has been described as the use of abstraction, automation, and analysis in problem-solving [3]. We examine how these ways of thinking take shape for middle and high school youth in a set of NSF-supported programs. We discuss opportunities and challenges in both in-school and after-school contexts. Based on these observations, we present a "use-modify-create" framework, representing three phases of students' cognitive and practical activity in computational thinking. We recommend continued investment in the development of CT-rich learning environments, in educators who can facilitate their use, and in research on the broader value of computational thinking.

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Psychological theories and research often assume nations are culturally homogeneous and stable. But global demographic, political, and economic changes and massive immigration have sparked new scholarly and policy interest in cultural diversity and change within nations. This chapter reviews interdisciplinary advances linking culture and psychological development. These challenge and strengthen the external and ecological validity of psychological theories and their applications. Seven theoretical perspectives are reviewed: individualism-collectivism; ecological systems; cultural-ecological; social identity; ecocultural and sociocultural; structure-agency; and multiple worlds. Reviews of each theory summarize key constructs and evidence, recent advances, links between universal and community-specific research and applications, and strengths and limitations. The chapter traces complementarities across theories for the case of personal and social identity. It concludes by discussing implications for science and policy. By viewing theories as distinct yet complementary, researchers and policy makers can forge interdisciplinary, international, and intergenerational collaborations on behalf of the culturally diverse communities of which we are a part.

This study investigates how community characteristics can protect adolescents from the negative effects of poverty. Using economic predictors, eight communities with low or high birthrates for 15- to 17-year-old Latinas were identified. Quantitative data on birth-rates, demographics, and the physical environment were obtained from government, hospital, and local sources. Qualitative data on the physical environment and social processes in the community were collected by interviews and observations in these eight communities. The low- and high-birthrate communities differed in their physical environment, the characteristics of the population, social capital, and cultural norms. The zip codes with low adolescent birthrates had a higher percentage of residents of Latino descent, stronger social networks, and more ties to their countries of origin. The findings support a model of community building that focuses on strengthening informal social networks and supporting protective cultural norms.

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