Inspiring and Preparing Underserved Middle School Students for Computer Science: A Descriptive Case Study of the UNC Charlotte/Wilson STEM Academy Partnership

Students from underrepresented populations-females, working class, and youth from marginalized racial/ethnic groups-are less likely than their middle-class Asian and White male peers to study computer science (CS) in college. The dearth of CS undergraduates from these groups contributes to projected...

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Bibliographic Details
Published inThe School community journal Vol. 34; no. 1; pp. 127 - 158
Main Authors Mickelson, Roslyn Arlin, Mikkelsen, Ian, Dorodchi, Mohsen, Cukic, Bojan, Petro, Caitlin, Al Ayeisha, Zelaya, Alston, Shakayla, Teddy, Anthony, Win, Myat, Wiktor, Sandra, Sherman, Barry, Cook, Jeffrey
Format Journal Article
LanguageEnglish
Published Lincoln Academic Development Institute 01.04.2024
Subjects
Careers
Case studies
Collaboration
College students
Computer science
Curricula
Females
Grade 6
High School Graduates
Higher education
Labor force
Learning
Low income groups
Mentors
Middle class
Middle school students
Minority & ethnic groups
Occupations
Problem solving
Race
Role models
School districts
Secondary schools
Service learning
STEM education
Stereotypes
Teaching
Thinking Skills
Workshops
North Carolina
United States > US
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Summary:Students from underrepresented populations-females, working class, and youth from marginalized racial/ethnic groups-are less likely than their middle-class Asian and White male peers to study computer science (CS) in college. The dearth of CS undergraduates from these groups contributes to projected labor force shortages. Sources of the dilemma include weak or absent inspiration and CS preparation in middle schools and negative stereotypes suggesting certain groups do not belong in CS. This case study describes three years of a community collaboration between a local university and a nearby middle school attended by primarily low-income students of color. The University of North Carolina Charlotte/Wilson STEM Academy Partnership focused on undergraduates majoring in CS teaching monthly workshops designed to inspire and academically prepare the middle schoolers for college and CS majors by teaching them coding and computational thinking while also challenging stereotypes about who belongs in CS. Post-workshop assessments, reflective essays, interviews, and administrative data were thematically coded. Findings suggest the workshops sparked interest in college and CS, undermined toxic stereotypes, and nurtured the academic self-confidence of middle schoolers. The Partnership provided the undergraduates with opportunities to meet their own academic goals while "paying it forward." Results suggest that the Partnership can serve as a model starting point for disrupting the disproportionalities in female and underrepresented minority students in CS.
ISSN:1059-308X