Digital Youth Divas: Exploring Narrative-Driven Curriculum to Spark Middle School Girls’ Interest in Computational Activities

Pinkard, Nichole; Erete, Sheena; Martin, Caitlin K.; Royston, Maxine McKinney de

doi:10.1080/10508406.2017.1307199

Cited by 191 publications

(118 citation statements)

References 53 publications

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“…The behavior of leaders in the work environment affects a person's professional identity construction and guides professional behavior. Although the target groups and contexts of the research varied, the Ashforth et al (2016) findings about the leaders' (named mentors or group models by other researchers) self-regulatory and autonomous decision-making mechanisms and influences on the group and individual were in line with previously described research by Copes et al (2016), Pinkard et al (2017), and Bian et al (2017).…”

Section: Belonging To a Groupsupporting

confidence: 76%

“…The systematic literature review revealed professional identity construction as a complex phenomenon, which covers personal (e.g., Ashforth et al, 2016), social, and cultural (e.g., Copes et al, 2016;Lupton, 2013), and vocational and career (e.g., Bian et al, 2017;Pinkard et al, 2017) identity components. Although the links between personal, social, and cultural identity components or parts were being examined, how professional, vocational, and career components complement or cover each other was not researched in the analyzed articles.…”

Section: Discussionmentioning

confidence: 99%

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A Systematic Literature Review on Professional Identity Construction in Social Media

Kasperiūnienė

Žydžiūnaitė

2019

Sage Open

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The aim of this systematic review was to gather, review, summarize, and analyze the studies on professional identity construction in social media from various scholar perspectives. The search was conducted on the WoS Core Collection, Scopus, and EBSCOhost databases using keywords "professional identity construction" and "social media." Seventeen full-text articles were studied searching for the essential aspects of professional identity construction. Results discussed professional identity as a complex phenomenon with two dominating perspectives: (a) professional identity as a cognitive structure and (b) professional identity as a social construct. Cognitive structures of professional identity construction in social media were mainly or partially covered in education, communication, medicine, and medical tourism-related contexts. Studies that envisage professional identity as socially constructed dominate in management, organizational, medical tourism, and neuroscience. The core topics of professional identity construction cover the blurring of professional stereotypes and reconstruction of multiple professional selves; merging public and private identities; belonging to a group and trusting social media. In researched papers, scholars argue virtual behavior can be predicted and smart technologies could help maintain physical and psychological balance. Findings show the overlapping landscape of studies and identify areas for future interdisciplinary research.

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Section: Belonging To a Groupsupporting

confidence: 76%

Section: Discussionmentioning

confidence: 99%

A Systematic Literature Review on Professional Identity Construction in Social Media

Kasperiūnienė

Žydžiūnaitė

2019

Sage Open

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“…allow students to begin to articulate their "narrative" (Pinkard et al, 2017), present evidence, and ask and respond to questions. For makerspace assessment where students often present solutions to design challenges of personal interest, they could be prompted to talk about their backgrounds and what led them to address a particular problem.…”

Section: Allie)mentioning

confidence: 99%

Informing Makerspace Outcomes Through a Linguistic Analysis of Written and Video-Recorded Project Assessments

Oliver

Houchins

Moore

et al. 2020

Int J of Sci and Math Educ

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A growing body of research focuses on what outcomes to assess in makerspaces, and appropriate formats for capturing those outcomes (e.g. reflections, surveys, and portfolios). Linguistic analysis as a data mining technique that holds promise for revealing different dimensions of learning exhibited by students in makerspaces. In this study, student reflections on makerspace projects were gathered in 2 formats over 2 years: private written assessments captured in the 3D GameLab gamification platform, and semi-public video-recorded assessments posted in the more social FlipGrid platform. Transcripts of student assessments were analyzed using Linguistic Inquiry Word Count (LIWC) to generate 4 summary variables thought to inform makerspace outcomes of interest (i.e. analytical thinking, authenticity, clout, and emotional tone). Comparative findings indicate that written assessments may elicit more analytical thinking about maker projects compared with less analytical conversation in videos, while video assessments may elicit somewhat higher clout scores as evidence of social scaffolding along with a much more positive emotional tone. Recommendations are provided for layering assessment approaches to maximize the potential benefits of each format, including reflective writing for social spaces, in social groups, and about design processes and procedures.

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“…Scholarship also suggests that building a positive relationship with a mentor in the STEM disciplines may contribute to students' ability to see themselves as scientists (Gasman et al, 2017;James & Carlson, 2012). Developing an identity as a scientist starts early in an educational career (Pinkard, Erete, Martin, & McKinney de Royston, 2017) and can contribute to an individual's long-term persistence in a STEM field (Rodriguez & Lehman, 2018). Students benefit greatly from individualized mentoring relationships: relationships where mentors get to know students personally, invest time in their relationships, and demonstrate their interest and care in students (Gasman et al, 2017;Griffin et al, 2010;Luedke, 2017;Schreiner, Noel, Anderson, & Cantwell, 2011).…”

Section: Review Of Literaturementioning

confidence: 99%

Students Perspectives on Holistic Mentoring Practices in STEM Fields

Luedke¹,

McCoy²,

Winkle-Wagner³

et al. 2019

jcscore

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This critical multi-site case study examined the holistic mentoring practices provided by faculty to Students of Color in STEM fields at a predominantly White institution and a historically Black institution. We employed Bourdieu’s social reproduction theory to examine the ways in which social capital developed through faculty-student mentoring relationships led to the accumulation of cultural capital valued in STEM fields and higher education more broadly.

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Digital Youth Divas: Exploring Narrative-Driven Curriculum to Spark Middle School Girls’ Interest in Computational Activities

Cited by 191 publications

References 53 publications

A Systematic Literature Review on Professional Identity Construction in Social Media

A Systematic Literature Review on Professional Identity Construction in Social Media

Informing Makerspace Outcomes Through a Linguistic Analysis of Written and Video-Recorded Project Assessments

Students Perspectives on Holistic Mentoring Practices in STEM Fields

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