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

References

• Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545–561. doi:10.1037/0022-0663.94.3.545
   Web of Science ®Google Scholar
• Allen, C. D., & Eisenhart, M. (2017). Fighting for desired versions of a future self: How young women negotiated STEM-related identities in the discursive landscape of educational opportunity. Journal of the Learning Sciences, 26(3), 407–436. doi:10.1080/10508406.2017.1294985
   Google Scholar
• Azevedo, F. S. (2013). The tailored practice of hobbies and its implication for the design of interest-driven learning environments. Journal of the Learning Sciences, 22(3), 462–510. doi:10.1080/10508406.2012.730082
   Web of Science ®Google Scholar
• Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32(1), 3–27. doi:10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008–1026. doi:10.1002/sce.v94:6
   Web of Science ®Google Scholar
• Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224. doi:10.1159/000094368
   Web of Science ®Google Scholar
• Barron, B., & Bell, P. (2015). Learning environments in and out of school. In L. Corno & E. Anderman (Eds.), Handbook of educational psychology (3rd ed., pp. 323–336). New York, NY: Routledge.
   Google Scholar
• Barron, B., Gomez, K., Pinkard, N., & Martin, C. K. (2014). The Digital Youth Network: Cultivating new media citizenship in urban communities. Cambridge, MA: MIT Press.
   Google Scholar
• Barron, B., & Martin, C. (2016). Making matters: A framework for assessing digital media citizenship. In K. Peppler, Y. Kafai, & E. Halverson (Eds.), Makeology: Vol. 2. Makers as learners (pp. 45–63). New York, NY: Routledge.
   Google Scholar
• Barron, B., Martin, C. K., Takeuchi, L., & Fithian, R. (2009). Parents as learning partners in the development of technological fluency. International Journal of Learning and Media, 1(2), 55–77. doi:10.1162/ijlm.2009.0021
   Google Scholar
• Barron, B., Walter, S., Martin, C. K., & Schatz, C. (2010). Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. Computers and Education, 54(1), 178–189.
   Google Scholar
• Barron, B., Wise, S., & Martin, C. K. (2013). Creating within and across life spaces: The role of a computer clubhouse in a child’s learning ecology. In B. Bevan, P. Bell, R. Stevens, & A. Razfar (Eds.), LOST opportunities: Learning in out of school time (pp. 99–118). Dordrecht, the Netherlands: Springer.
   Google Scholar
• Bell, P., Tzou, C., Bricker, L. A., & Baines, A. D. (2012). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55(5–6), 269–284. doi:10.1159/000345315
   Web of Science ®Google Scholar
• Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369–386. doi:10.1080/09540250500145072
   Web of Science ®Google Scholar
• Blikstein, P. (2013). Digital fabrication and “making” in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of Machines, Makers and Inventors (pp. 203–222). Bielefeld, Germany: Transcript.
   Google Scholar
• Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178. doi:10.1207/s15327809jls0202_2
   Google Scholar
• Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2015). On-ramps, lane changes, detours and destinations: Building connected learning pathways in HIVE NYC through brokering future learning opportunities. Retrieved from http://hivenyc.org/wp-content/uploads/Hive-Research-Lab-2015-Community-White-Paper-Brokering-Future-Learning-Opportunities.pdf
   Google Scholar
• Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3–12. doi:10.3102/0013189X032006003
   Google Scholar
• Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
   Google Scholar
• College Board. (2014). 10th annual AP report to the nation. New York, NY: Author.
   Google Scholar
• Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O’Shea (Eds.), New directions in educational technology (pp. 15–22). Berlin, Germany: Springer.
   Google Scholar
• Corbett, C., & Hill, C. (2015). Solving the equation: The variables for women’s success in engineering and computing. Washington, DC: American Association of University Women.
   Google Scholar
• Daily, S. D., Leonard, A. E., Jörg, S., Babu, S., Gundersen, K., & Parmar, D. (2014). Embodying computational thinking: Initial design of an emerging technological learning tool. Technology, Knowledge, & Learning, 20(1), 79–84. doi:10.1007/s10758-014-9237-1
   Google Scholar
• Dickey, M. D. (2011). Murder on Grimm Isle: The impact of game narrative design in an educational game‐based learning environment. British Journal of Educational Technology, 42(3), 456–469. doi:10.1111/bjet.2011.42.issue-3
   Web of Science ®Google Scholar
• Druin, A. (2002). The role of children in the design of new technology. Behaviour and Information Technology, 21(1), 1–25.
   Web of Science ®Google Scholar
• Druin, A., Bederson, B., Boltman, A., Miura, A., Knotts-Callahan, D., & Platt, M. (1998). Children as our technology design partners. In M. Kaufmann (Ed.), The design of children’s technology (pp. 51–72). San Francisco, CA: Morgan Kaufman.
   Google Scholar
• DuBow, W. M. (2011, November). Pushing toward gender parity in computing in the U.S. Paper presented at the International Conference of Education, Research and Innovation, Madrid, Spain.
   Google Scholar
• Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago, IL: University of Chicago Press.
   Google Scholar
• Ericson, B. (2014, January 1). Detailed AP CS 2013 results: Unfortunately, much the same [Web log post]. Retrieved from https://computinged.wordpress.com/2014/01/01/detailed-ap-cs-2013-results-unfortunately-much-the-same/
   Google Scholar
• Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York, NY: Routledge.
   Google Scholar
• Gieryn, T. F. (1983). Boundary-work and the demarcation of science from non-science: Strains and interests in professional ideologies of scientists. American Sociological Review, 48, 781–795. doi:10.2307/2095325
   Web of Science ®Google Scholar
• Givens, J., Nasir, N., Ross, K., & McKinney de Royston, M. (2016). Modeling manhood: Reimagining Black male identities in school. Anthropology & Education Quarterly, 47(2), 167–185. doi:10.1111/aeq.12147
   Web of Science ®Google Scholar
• Goode, J. (2007). If you build teachers, will students come? Professional development for broadening computer science learning for urban youth. Journal of Educational Computing Research, 36(1), 65–88. doi:10.2190/2102-5G77-QL77-5506
   Google Scholar
• Grimaldi, S., Fokkinga, S., & Ocnarescu, I. (2013, September). Narratives in design: A study of the types, applications and functions of narratives in design practice. Paper presented at the 6th International Conference on Designing Pleasurable Products and Interfaces, Newcastle Upon Tyne, UK.
   Google Scholar
• Gutierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25. doi:10.3102/0013189X032005019
   Google Scholar
• Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. doi:10.1207/s15326985ep4102_4
   Web of Science ®Google Scholar
• Hill, C., Corbett, C., & St Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: American Association of University Women.
   Google Scholar
• Hine, C. (2008). Virtual ethnography: Modes, varieties, affordances. In N. G. Fielding, R. M. Lee, & G. Blank (Eds), The Sage Handbook of Online Research Methods (pp. 257–270). Thousand Oaks, CA: Sage.
   Google Scholar
• Hoadley, C. P. (2002, November). Creating context: Design-based research in creating and understanding CSCL. Paper presented at the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL community. International Society of the Learning Sciences, Boulder, CO.
   Google Scholar
• Hodari, A. K., Ong, M., Ko, L. T., & Smith, J. M. (2016). Enacting agency: The strategies of women of color in computing. Computing in Science & Engineering, 18(3), 58–68. doi:10.1109/MCSE.2016.44
   Web of Science ®Google Scholar
• Holland, D. (2001). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• Hulleman, C. S., & Harackiewicz, J. M. (2009, December 4). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. doi:10.1126/science.1177067
   PubMed Web of Science ®Google Scholar
• Johnson, A., Brown, J., Carlone, H., & Cuevas, A. (2011). Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science. Journal of Research on Science Teaching, 48(4), 339–366. doi:10.1002/tea.20411
   Web of Science ®Google Scholar
• Kaptelinin, V., & Cole, M. (1997, December). Individual and collective activities in educational computer game playing. Paper presented at the 2nd International Conference on Computer Support for Collaborative Learning, Toronto, ON.
   Google Scholar
• Ketelhut, D. J. (2007). The impact of student self-efficacy on scientific inquiry skills: An exploratory investigation in River City, a multi-user virtual environment. Journal of Science Education and Technology, 16(1), 99–111. doi:10.1007/s10956-006-9038-y
   Google Scholar
• Klawe, M., Whitney, T., & Simard, C. (2009). Women in computing: Take 2. Communications of the ACM, 52(2), 68–76.
   Web of Science ®Google Scholar
• Ko, L. T., Kachchaf, R. R., Hodari, A. K., & Ong, M. (2014). Agency of women of color in physics and astronomy: Strategies for persistence and success. Journal of Women and Minorities in Science and Engineering, 20(2), 171–195. doi:10.1615/JWomenMinorScienEng.v20.i2
   Google Scholar
• Lave, J. W., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Lee, C. D. (1995). A culturally based cognitive apprenticeship: Teaching African American high school students skills in literary interpretation. Reading Research Quarterly, 30(4), 608–631. doi:10.2307/748192
   Web of Science ®Google Scholar
• Lee, C. D. (1997). Bridging home and school literacies: Models for culturally responsive teaching, a case for African American English. In S. B. Heath & D. Lapp (Eds.), A Handbook for Literacy Educators: Research on Teaching the Communicative and Visual Arts (pp. 330–341). New York, NY: Macmillan.
   Google Scholar
• Lloyd, P. (2000). Storytelling and the development of discourse in the engineering design process. Design Studies, 21(4), 357–373. doi:10.1016/S0142-694X(00)00007-7
   Google Scholar
• Malcom, S. M., Hall, P. Q., & Brown, J. W. (1976, April). The double bind: The price of being a minority woman in science. Washington, DC: American Association for the Advancement of Science.
   Google Scholar
• Malone, T. W. (1981). What makes things fun to learn? A study of intrinsically motivating computer games. Pipeline, 6(2), 49–51.
   Google Scholar
• Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669–685. doi:10.1080/09500690902792385
   Web of Science ®Google Scholar
• Margolis, J., Estrella, R., Goode, J., Jellison Holme, J., & Nao, K. (2008). Stuck in the shallow end: Education, race, and computing. Cambridge, MA: MIT Press.
   Google Scholar
• Margolis, J., & Fisher, A. (2002). Unlocking the clubhouse: Women in computing. Cambridge, MA: MIT Press.
   Google Scholar
• Martin, C. K., Barron, B., Austin, K., & Pinkard, N. (2009, March). A culture of sharing: A look at identity development through the creation and presentation of digital media projects. Paper presented at the Computer Science in Education (CSEDU) Conference, Lisbon, Portugal.
   Google Scholar
• Martin, C. K., Nacu, D., & Pinkard, N. (2016). Revealing opportunities for 21st century learning: An approach to interpreting user trace log data. Journal of Learning Analytics, 3(2), 37–87. doi:10.18608/jla.2016.32.4
   Google Scholar
• Mosatche, H., Matloff-Nieves, S., Kekelis, L., & Lawner, E. (2013). Effective STEM programs for adolescent girls: Three approaches and many lessons learned. Afterschool Matters, 17, 17–25.
   Google Scholar
• Muller, M. J. (2003). Participatory design: The third space in HCI. Human-Computer Interaction: Development Process, 4235, 165–185.
   Google Scholar
• Nacu, D. C., Martin, C. K., Pinkard, N., & Gray, T. (2014). Analyzing educators’ online interactions: A framework of online learning support roles. Learning, Media and Technology, 41(2), 283–305. doi:10.1080/17439884.2015.975722
   Web of Science ®Google Scholar
• Nasir, N. I. (2011). Racialized identities: Race and achievement among African American youth. Stanford, CA: Stanford University Press.
   Google Scholar
• Nasir, N. I., & Cooks, J. (2009). Becoming a hurdler: How learning settings afford identities. Anthropology & Education Quarterly, 40(1), 41–61. doi:10.1111/j.1548-1492.2009.01027.x
   Web of Science ®Google Scholar
• Nasir, N. I., & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. Journal of the Learning Sciences, 17(2), 143–179. doi:10.1080/10508400801986108
   Web of Science ®Google Scholar
• Nasir, N. I., Snyder, C. R., Shah, N., & Ross, K. M. (2012). Racial storylines and implications for learning. Human Development, 55(5–6), 285–301. doi:10.1159/000345318
   Web of Science ®Google Scholar
• National Science Foundation. (2003a). Back to school: Five myths about girls and science [Press release]. Arlington, VA: Author.
   Google Scholar
• National Science Foundation. (2003b). New formulas for America’s workforce: Girls in science and engineering. Arlington, VA: Author.
   Google Scholar
• Peppler, K., Gresalfi, M., Tekinbas, K. S., & Santo, R. (2014). Soft circuits: Crafting e-fashion with DIY electronics. Cambridge, MA: MIT Press.
   Google Scholar
• Pruitt, J., & Adlin, T. (2006). The persona lifecycle. San Francisco, CA: Elsevier Press.
   Google Scholar
• Putnam, C. (2010). Bridging the gap between user experience research and design in industry: An analysis of two common communication tools: personas and scenarios ( Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (Publication No. AAT 3422001)
   Google Scholar
• Renninger, A., Nieswandt, M., & Hidi, D. (2015). Handbook of interest in mathematics and science learning. Washington, DC: American Educational Research Association.
   Google Scholar
• Rosser, S. V. (2004). The science glass ceiling: Academic women scientists and the struggle to succeed. New York, NY: Routledge.
   Google Scholar
• Rowe, J., Mott, B., McQuiggan, S., Robison, J., Lee, S., & Lester, J. (2009, July). Crystal Island: A narrative-centered learning environment for eighth grade microbiology. Paper presented at a workshop on intelligent educational games at the 14th International Conference on Artificial Intelligence in Education, Brighton, UK.
   Google Scholar
• Scott, K. A., Sheridan, K. M., & Clark, K. (2015). Culturally responsive computing: A theory revisited. Learning, Media and Technology, 40(4), 412–436. doi:10.1080/17439884.2014.924966
   Web of Science ®Google Scholar
• Scott, K. A., & White, M. (2013). COMPUGIRLS’ standpoint: Culturally responsive computing and its effect on girls of color. Urban Education, 48(5), 657–681.
   Web of Science ®Google Scholar
• Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22. doi:10.3102/0013189X034004014
   Google Scholar
• Squire, K. (2006). From content to context: Videogames as designed experience. Educational Researcher, 35(8), 19–29. doi:10.3102/0013189X035008019
   Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
   Google Scholar
• Tai, R. H., Qi Liu, C., Maltese, A. V., & Fan, X. (2006, May 26). Planning early for careers in science. Science, 312, 1143–1145. doi:10.1126/science.1128690
   PubMed Web of Science ®Google Scholar
• Varelas, M., Martin, D. B., & Kane, J. M. (2013). Content learning and identity construction: A framework to strengthen African American students’ mathematics and science learning in urban elementary schools. Human Development, 55(5–6), 319–339. doi:10.1159/000345324
   Web of Science ®Google Scholar
• Visintainer, T. (2015). What is and who can do science? Supporting youth of colors’ identities as learners, doers, and change agents in science ( Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (Publication No. AAT 3720874)
   Google Scholar
• Vossoughi, S., & Bevan, B. (2014). Making and tinkering: A review of the literature. Washington, DC: National Research Council.
   Google Scholar
• Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179–225. doi:10.3102/0091732X09349791
   Web of Science ®Google Scholar
• Watkins, S. C. (2012). Digital divide: Navigating the digital edge. International Journal of Learning and Media, 3(2), 1–12. doi:10.1162/ijlm_a_00072
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2–3.
   Google Scholar
• Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge, UK: Cambridge University Press.
   Google Scholar