BEGIN:VCALENDAR VERSION:2.0 PRODID:-//128.200.235.219//NONSGML kigkonsult.se iCalcreator 2.20// CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:DML2015 X-WR-CALDESC:Equity by Design X-FROM-URL:http://dml2015.dmlhub.net X-WR-TIMEZONE:America/Los_Angeles BEGIN:VTIMEZONE TZID:America/Los_Angeles X-LIC-LOCATION:America/Los_Angeles BEGIN:STANDARD DTSTART:20161106T020000 TZOFFSETFROM:-0700 TZOFFSETTO:-0800 TZNAME:PST END:STANDARD BEGIN:DAYLIGHT DTSTART:20170312T020000 TZOFFSETFROM:-0800 TZOFFSETTO:-0700 TZNAME:PDT END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:ai1ec-11313@dml2015.dmlhub.net DTSTAMP:20170323T214156Z CATEGORIES;LANGUAGE=en-US:ED/Equity by Design CONTACT: DESCRIPTION:Organizers: Jane Margolis\, Kimberly Scott\nPresenters: Jane Ma rgolis\, Kimberly Scott\, Joanna Goode\, Nancy Se\nDiscussant: Nelson Maur icio\, Reyna Carias\, Floyd Anderson\, Diamond Wheeler\nTopic Significance and Relation to Conference Theme. In keeping with the theme of this year’ s conference\, this panel examines the efforts of two culturally responsiv e computing programs designed to foster greater equity for girls and youth of color. In so doing\, we also contribute to the conference goal to “mov e beyond a focus on access to tools\,” turning our attention toward youth participation in actually creating the tools and technologies of the futur e. Indeed\, while girls and youth of color experience increasing access an d are often avid users of technologies\, (e.g.\, playing games\, operating cell phones\, making documentaries) they remain significantly underrepres ented when it comes to the creation and invention of these technologies (e .g.\, programming\, creating apps\, designing games). In 2012\, women rece ived only 18% of computing degrees – down from 37% in 1985 (National Cente r for Education Statistics\, 2012). The picture is equally bleak in indust ry\, where women’s participation in technology professions has fallen from 37% in 1990-91 to 26% in 2013 (U.S. Dept. of Labor\, 2013). And these num bers are even more troubling when considering the state of affairs for wom en of color. For example\, African-American women hold only 3% of computin g occupations\, while Latinas hold only 1% of these occupations. Latinos a nd African American men also are underrepresented in computing occupations (5% and 4%\, respectively) (U.S. Dept. of Labor\, 2013). These trends are of particular concern if underrepresented groups are to have an equitable voice in creating the new technologies that will shape future worlds.\nTo help reverse this underrepresentation\, we will explore the design and ou tcomes of two culturally responsive computing programs. With a perspective rooted in intersectionality\, critical race\, and feminist theories\, the se programs were explicitly designed with equity in mind. The first progra m\, Exploring Computer Science\, occurs during the regular public school d ay and enrolls students whose demographics (75% Latino\, 10% African Ameri can\; 45% girls) stand in sharp contrast to other computer science courses in the same district. The second program\, CompuGirls\, occurs after scho ol and enrolls primarily Latinas and African American girls\, often from u nder-resourced school districts. Both programs employ culturally responsiv e pedagogies\, drawing on students’ existing strengths and prior experienc es to further develop their abilities and identities as technologists. Bot h programs also involve students in examining social inequities and in lea rning to create technologies that address these inequities in their local communities.\nFormat. Panelists will first provide information on each pro gram’s design and goals for increasing equity in computing. Panelists will then respond to moderator and audience questions focused on the successes and challenges in designing these programs for equity\; key insights lear ned from the similarities and differences between the two programs\; new q uestions about equity that these endeavors raise\; and important future di rections. The moderator will encourage audience discussion throughout the session. We also plan to include a youth panelist who will discuss her per spective DTSTART;TZID=America/Los_Angeles:20150611T160000 DTEND;TZID=America/Los_Angeles:20150611T173000 LOCATION:CA Ballroom C SEQUENCE:0 SUMMARY:12720 ED: Designing Computing Programs With Equity at the Core: Inc reasing the Participation of Girls and Youth of Color in Culturally Respon sive Computing URL:http://dml2015.dmlhub.net/event/12720-panel-eddesigning-computing-progr ams-with-equity-at-the-core-increasing-the-participation-of-girls-and-yout h-of-color-in-culturally-responsive-computing/ X-ALT-DESC;FMTTYPE=text/html:\\n\\n
\\nOrganizers: J
ane Margolis\, Kimberly Scott
\nPresenters: Jane Margolis\, Kimberly
Scott\, Joanna Goode\, Nancy Se
\nDiscussant:
Nelson Mauricio\, Reyna Carias\,
Floyd Anderson\, Diamond
Wheeler
Topic Significance and Relation to Conference Theme . In keeping with the theme of this year’s conference\, this panel examine s the efforts of two culturally responsive computing programs designed to foster greater equity for girls and youth of color. In so doing\, we also contribute to the conference goal to “move beyond a focus on access to too ls\,” turning our attention toward youth participation in actually creatin g the tools and technologies of the future. Indeed\, while girls and youth of color experience increasing access and are often avid users of technol ogies\, (e.g.\, playing games\, operating cell phones\, making documentari es) they remain significantly underrepresented when it comes to the creati on and invention of these technologies (e.g.\, programming\, creating apps \, designing games). In 2012\, women received only 18% of computing degree s – down from 37% in 1985 (National Center for Education Statistics\, 2012 ). The picture is equally bleak in industry\, where women’s participation in technology professions has fallen from 37% in 1990-91 to 26% in 2013 (U .S. Dept. of Labor\, 2013). And these numbers are even more troubling when considering the state of affairs for women of color. For example\, Africa n-American women hold only 3% of computing occupations\, while Latinas hol d only 1% of these occupations. Latinos and African American men also are underrepresented in computing occupations (5% and 4%\, respectively) (U.S. Dept. of Labor\, 2013). These trends are of particular concern if underre presented groups are to have an equitable voice in creating the new techno logies that will shape future worlds.
\nTo help reverse this underre presentation\, we will explore the design and outcomes of two culturally r esponsive computing programs. With a perspective rooted in intersectionali ty\, critical race\, and feminist theories\, these programs were explicitl y designed with equity in mind. The first program\, Exploring Computer Sci ence\, occurs during the regular public school day and enrolls students wh ose demographics (75% Latino\, 10% African American\; 45% girls) stand in sharp contrast to other computer science courses in the same district. The second program\, CompuGirls\, occurs after school and enrolls primarily L atinas and African American girls\, often from under-resourced school dist ricts. Both programs employ culturally responsive pedagogies\, drawing on students’ existing strengths and prior experiences to further develop thei r abilities and identities as technologists. Both programs also involve st udents in examining social inequities and in learning to create technologi es that address these inequities in their local communities.
\nForma t. Panelists will first provide information on each program’s design and g oals for increasing equity in computing. Panelists will then respond to mo derator and audience questions focused on the successes and challenges in designing these programs for equity\; key insights learned from the simila rities and differences between the two programs\; new questions about equi ty that these endeavors raise\; and important future directions. The moder ator will encourage audience discussion throughout the session. We also pl an to include a youth panelist who will discuss her perspective
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