Using Culturally Responsive Practices to Broaden Participation in the Educational Pipeline: Addressing the Unfinished Business of "Brown" in the Field of Computing Sciences

Autor/inn/en	Charleston, LaVar J.; Charleston, Sherri Ann; Jackson, Jerlando F. L.
Titel	Using Culturally Responsive Practices to Broaden Participation in the Educational Pipeline: Addressing the Unfinished Business of "Brown" in the Field of Computing Sciences
Quelle	In: Journal of Negro Education, 83 (2014) 3, S.400-419 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.83.3.0400
Schlagwörter	Culturally Relevant Education; Access to Education; Career Choice; African American Students; STEM Education; Desegregation Litigation; School Desegregation; Critical Theory; Race; Academic Achievement; Computer Science; Academic Persistence; Parent Participation; Family Influence; Mentors + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; STEM; Integrative Schule; Kritische Theorie; Rasse; Abstammung; Schulleistung; Informatik; Elternmitwirkung
Abstract	The effective integration of African American students into previously segregated careers was one of the main goals of the "Brown" decision and, in turn, the outcomes of such efforts have been the subject of much scholarly interest). This qualitative study, drawing on critical race theorist Derrick Bell's critique of "Brown," makes the case for applying culturally relevant pedagogy theory (CRPT) to positively impact student achievement and career choice, particularly as it relates to the STEM field of computing sciences. Cultural barriers such as early exposure to technology, students' perceptions of their own potential in the field, and the lack of culturally relevant social support, often deter African American students from pursuing careers in STEM fields, particularly computing sciences. Although there is a dearth in the literature regarding how to expand the pipeline to computing sciences using culturally specific practices, this study produced results that suggest culturally responsive practices as an effective method for broadening participation in computing. Using CRPT, this qualitative study identifies culturally relevant practices that positively affect the persistence of African Americans in the STEM field of computing science. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01