research interests include robotics, computer vision, and image processing, with ongoing projects in humanoid robotics, robot navigation and guidance, biomedical image processing, and stereo and motion vision. He led WPI teams in the DARPA Robotics Challenge and NASA Space Robotics Challenge and is author or co-author of over 100 papers. His research has been supported by DARPA, NASA, NIH, NSF, and industry. He is a member of Sigma Xi, and a senior member of IEEE and ACM.
research interests include robotics, computer vision, and image processing, with ongoing projects in humanoid robotics, robot navigation and guidance, biomedical image processing, and stereo and motion vision. He led WPI teams in the DARPA Robotics Challenge and NASA Space Robotics Challenge and is author or co-author of over 100 papers. His research has been supported by DARPA, NASA, NIH, NSF, and industry. He is a member of Sigma Xi, and a senior member of IEEE and ACM.
Although Black boys throughout the African diaspora are dropping out of high school in alarming rates, little is known about how educational identity and attainment is shaped by the intersection of race and gender in the high school environment. Utilizing an ecological and intersectionality theoretical lens, this study draws on data gleaned from semistructured interviews with Black male and female adolescents in their first year at a public high school in Bermuda (N = 35, mean age = 14.3). Findings indicated that the girls committed twice as many disciplinary infractions as the boys. However, girls' disciplinary problems were less likely to interfere with their academic performance because they were perceived, by both boys and girls, to be more educationally focused, better behaved, and they were more likely to seek out social-emotional support when needed. This study contributes to our understanding of the higher drop-out rates among men of African descent and points to the important role that gender stereotypes and school-based adults play in determining educational identity and attainment.
Utilizing qualitative data gleaned from focus groups with adolescent girls participating in a cybersecurity summer program (N ¼ 38, mean age ¼ 16.3), this study examines the following research questions: (a) How do adolescent girls perceive the cybersecurity field? (b) What are the promising practices that engage girls in cybersecurity education? Guided by ecological and social role theories, findings reveal that single-sex collaborative settings with encouraging and supportive teachers and female mentors are practices that contribute to girls' increased interest in the field of cybersecurity. Findings also suggest that an emphasis on creative and collaborative problem-solving processes and the real-world application inherent to cybersecurity are likely to increase girls' engagement in the field. Results have implications for educators, researchers, and policy makers aiming to close gender gaps in the field of computer science and build interest in cybersecurity, an area of critical national need.
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