Strategies for Engaging Hispanic/Latino Youth in the US in Computer Science

Abstract

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.

The role of recognition in disciplinary identity for girls

“…Successful informal STEM education programs provide girls with learning environments that are physically and psychologically safe spaces where positive social norms, supportive peer and role model relationships, and a sense of belonging are developed (Simpkins, Riggs, Ngo, Vest Ettekal, & Okamoto, 2017). These learning environments support the development of disciplinary competencies, such as efficacy and skill building, by providing time and space for youth to cognitively struggle with ideas, make mistakes, and tinker with technology (Corbett & Hill, 2015; Denner, Martinez, & Thiry, 2017; Gardner‐McCune & Jimenez, 2017; Kafai et al, 2016; Khalili, Sheridan, Williams, Clark, & Stegman, 2011; Rankin & Thomas, 2017; Scott, Martin, & McAlear, 2017; Scott, Sheridan, & Clark, 2014; Simpkins et al, 2017). Youth have opportunities to engage in STEM practices, such as asking questions, communicating ideas, and drawing conclusions from evidence (Brickhouse & Potter, 2001; Carlone & Johnson, 2007; NRC, 2009; Olitsky, 2006; Painter, Jones, Tretter, & Kubasko, 2006; Polman & Miller, 2010).…”