Looks Like Me, Sounds Like Me! Race, Culture, and Language in the Creation of Digital Media

ABSTRACT

The technology education movement includes the introduction and application of digital books into science classrooms. These digital books are attractive alternatives to traditional texts because they can be customized for students. This qualitative study examined 35 students as they customized their own digital books. Using a variety of digital photos and videos, each student was asked to drag and drop images into their text. The students were provided with a variety of digital photos and videos to use to customize their books. The images were identical except for the racial cues of the characters. We used content analysis of students' selections and interviews of students (N = 35). We discovered that cues about racial authenticity served as the primary motivation for students selecting particular images. As students were given options, they consistently chose images that reflected their racial, gender, and linguistic identities. The results of this study indicate the need to recognize how racial cues can help students draw deeper connections to digital media if those cues are culturally authentic. This implies that culturally authentic racial cues would spawn deeper engagement for students.

Notes

1. The camp leaders were 15 African American college students from historically black colleges who worked on the project as a component of a research experience program for undergraduates.

Additional information

Notes on contributors

Bryan A. Brown

Bryan A. Brown is an associate professor of science education and associate dean of students at the graduate school of Education at Stanford University. He focuses on improving urban science education. He focuses on exploring how language and identity impact urban students. learning. Dr. Brown is a former high school science teacher who earned a Bachelor's degree in Biological Sciences from Hampton University, a Master's degree in Educational Psychology from the University of California, and a Ph.D. in Educational Psychology from the University of California, Santa Barbara. His early research projects lead to the development of an instructional approach, known as Disaggregate Teaching, that is designed to improve learning for underserved populations. Dr. Brown's current research explores the similarities, or Conceptual Continuities, that exist between students. conceptual understandings in informal learning environments and those valued by science.

Kareem Edouard

Kareem Edouard is a senior research fellow at Drexel University's ExCITe Center. His research interests lie in understanding the intersectionality of race and culture and STEM engagement for students of color.