Female Students in Computer Science Education: Understanding Stereotypes, Negative Impacts, and Positive Motivation

Although female students engage in coding courses, only a small percentage of them plan to pursue computer science (CS) as a major when choosing a career path. Gender differences in interests, sense-of belonging, self-efficacy, and engagement in CS are already present at an early age. This article presents an overview of gender stereotypes in CS and summarizes negative impressions female students between 12 and 15 experience during CS classes, as well as influences that may be preventing girls from taking an interest in CS. The study herein draws on a systematic review of 28 peer-reviewed articles published since 2006. The findings of the review point to the existence of the stereotypical image of a helpless, uninterested, and unhappy "Girl in Computer Science". It may be even more troubling a construct than that of the geeky, nerdy male counterpart, as it is rooted in the notion that women are technologically inept and ill-suited for CS careers. Thus, girls think they must be naturally hyper-intelligent in order to pursue studies in CS, as opposed to motivated, interested, and focused to succeed in those fields. Second, based on the review, suggestions for inclusive CS education were summarized. The authors argue that in order to make CS more inclusive for girls, cultural implications, as well as stereotypization in CS classrooms and CS education, need to be recognized as harmful. These stereotypes and cultural ideas should be eliminated by empowering female students through direct encouragement, mentoring programs, or girls-only initiatives.Comment: 22 page

Early childhood transitions research: A review of concepts, theory, and practice’ Working Paper 48

Chapter 1 begins by outlining developmental concepts which underpin transition themes, in particular those associated with the theories of Jean Piaget and other ‘stage’ theorists. Their ideas are highlighted early on because so much transitions research builds on or reacts to core developmental assumptions. Chapter 1 then introduces socio-cultural perspectives on early childhood transitions. These are distinguished by their focus on how children learn by interacting with their immediate socio-cultural environments (e.g., caregivers, peers). This emphasis has been elaborated by several disciplines within the social sciences and is increasingly mirrored in early child development programmes around the world. Chapter 2 examines the different ways in which transitions are structured, drawing attention to varying logics that can be employed to mark transitions in early childhood. Institutional settings often use biological age as the criterion for readiness. By contrast, sociocultural transitions are often marked through rites of passage, following the cultural and economic reasoning of a given community. Also, around the world children engage in horizontal transitions as they move between different domains of everyday life. Chapter 3 shifts to perspectives on transitions that are informed by systems theories. These are distinguished from socio-cultural approaches by their greater emphasis on the links between individuals, macro social processes and historical changes. These approaches highlight the linkages between children, their communities and global societies and draw attention to the importance of comprehensive programmes that enable children to engage critically with the demands of a changing environment. Chapter 4 focuses on children’s active roles in shaping their transition experiences, with particular attention to the significance of peer group relationships as a moderating influence on transitions. The section then explores research methods that may enable the implementation of children’s right to participation within research and programming in this area. The final chapter discusses the findings of this review, highlighting significant research strengths and gaps of the various approaches presented, followed by a glossary of key transitions concepts discussed in the paper

This is What Stem Looks Like! How to Get and Keep Girls Engaged in Science, Technology, Engineering, and Math

Nationally, and in Colorado, the demand for a skilled STEM workforce is growing and STEM jobs offer higher salaries than non-STEM jobs. Women working in STEM jobs earn, on average, 33 percent more than those in other fields, yet women account for only 29 percent of the STEM workforce.  In Colorado, women earn more than 50 percent of two-year and four-year degrees, but less than a third of Colorado graduates in STEM are women.  Women's under-representation in STEM fields starts early, with gender gaps in STEM interests beginning in middle school and growing throughout high school, college, and career. Far too many girls and women are discouraged from pursuing success in STEM fields.We've created this guide to introduce parents, caregivers, and educators to the many opportunities that STEM can provide for girls and women. You'll find resources to help girls explore and prepare for those opportunities and tools to inspire, motivate, and prepare young women to thrive in STEM careers. In addition to tools for creating exciting, hands-on learning experiences, the guide includes: an overview of the status of girls and women in STEM in Colorado, definitions of STEM-related terms, and a call to action. Each chapter includes strategies that are specific to a certain age group, as well as benchmarks to strive for in each stage of girls' lives to prepare them for future STEM opportunities. You might also see some repetition in concepts as they are relevant for girls of many ages. We've included a sampling of the many STEM resources available locally, statewide, and from across the nation

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

Human experience in the natural and built environment : implications for research policy and practice

22nd IAPS conference. Edited book of abstracts. 427 pp. University of Strathclyde, Sheffield and West of Scotland Publication. ISBN: 978-0-94-764988-3

Being Black Is Not a Risk Factor: A Strengths-Based Look at the State of the Black Child

Including nine essays from experts and five "points of proof" organization case studies, this publication challenges the prevailing discourse about black children and intends to facilitate a conversation around strengths, assets, and resilience. It addresses the needs of policymakers, advocates, principals, teachers, parents, and others

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

Recovery From Design

Through research, inquiry, and an evaluation of Recovery By Design, a ‘design therapy’ program that serves people with mental illness, substance use disorders, and developmental disabilities, it is my assertion that the practice of design has therapeutic potential and can aid in the process of recovery. To the novice, the practices of conception, shaping form, and praxis have empowering benefit especially when guided by Conditional and Transformation Design methods together with an emphasis on materiality and vernacular form