Theme: Representation and Self-Efficacy
Quote:
“I think it helps for them to see a black female leading computer science rather than what they stereotypically think is a computer scientist, which is a white man. I think that helps tremendously for kids to see themselves in computer science through me. I think the other big thing is understanding that like as a teacher, we have to kind of always rectify and come to terms with any type of implicit bias that we bring to the table. "
Strategy: Representation Matters
Simply put, we have a massive diversity gap in computer science and computer science education. According to a recent Gallup poll on diversity and computing (2016), about one in four students report “often” seeing people “doing CS” in television shows (23%) or movies (25%), and only about one in six (16%) among them report “often” seeing people like them. This is true of even smaller proportions of female (11%) and Hispanic (13%) students.There was no data given regarding persons with disabilities or those who identified as LGBTQ+. A lack of representation in computer science education is one reason potential students turn away, and do not engage with CS.
We can only build on students’ funds of knowledge- the social and intellectual resources for learning that students gain at home or in their local communities, if our practice and our class is inclusive of and acknowledges the strengths of those communities and cultures. With greater representation comes greater self-efficacy as students have the opportunity to develop their identities alongside other students and teachers with whom they identify. As their identities evolve they begin to see themselves as producers of new ideas in communities of practice that relate to their own local contexts.
Resources:
Stereotype Threat
This article describes stereotype threat, its implications and connects it to ways teachers can use strategies already discussed in this project such as growth mindset and collaborative work to help minimize negative effects.
Stereotype Threat
This foundational study suggests that “stereotype boosts” happen when a group performs better than they otherwise would due to exposure to positive examples and stereotypes. “Stereotype threats”, or a fear of conforming to negative stereotypes, causes a stress reaction that can lead to lower performance. Moreover, teachers and students of similar backgrounds are more likely to share experiences and cultural literacy that lead to mutual respect and understanding.
Who Believes Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations
A study noting that non-Black teachers have notably lower expectations of their Black students than do Black teachers. The study also shows the effects are even more significant for Black male students.
“I think it helps for them to see a black female leading computer science rather than what they stereotypically think is a computer scientist, which is a white man. I think that helps tremendously for kids to see themselves in computer science through me. I think the other big thing is understanding that like as a teacher, we have to kind of always rectify and come to terms with any type of implicit bias that we bring to the table. "
Strategy: Representation Matters
Simply put, we have a massive diversity gap in computer science and computer science education. According to a recent Gallup poll on diversity and computing (2016), about one in four students report “often” seeing people “doing CS” in television shows (23%) or movies (25%), and only about one in six (16%) among them report “often” seeing people like them. This is true of even smaller proportions of female (11%) and Hispanic (13%) students.There was no data given regarding persons with disabilities or those who identified as LGBTQ+. A lack of representation in computer science education is one reason potential students turn away, and do not engage with CS.
We can only build on students’ funds of knowledge- the social and intellectual resources for learning that students gain at home or in their local communities, if our practice and our class is inclusive of and acknowledges the strengths of those communities and cultures. With greater representation comes greater self-efficacy as students have the opportunity to develop their identities alongside other students and teachers with whom they identify. As their identities evolve they begin to see themselves as producers of new ideas in communities of practice that relate to their own local contexts.
Resources:
Stereotype Threat
This article describes stereotype threat, its implications and connects it to ways teachers can use strategies already discussed in this project such as growth mindset and collaborative work to help minimize negative effects.
Stereotype Threat
This foundational study suggests that “stereotype boosts” happen when a group performs better than they otherwise would due to exposure to positive examples and stereotypes. “Stereotype threats”, or a fear of conforming to negative stereotypes, causes a stress reaction that can lead to lower performance. Moreover, teachers and students of similar backgrounds are more likely to share experiences and cultural literacy that lead to mutual respect and understanding.
Who Believes Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations
A study noting that non-Black teachers have notably lower expectations of their Black students than do Black teachers. The study also shows the effects are even more significant for Black male students.