Team Mensa: A case study of supporting middle school girls' interest in computer science through an informal learning program

One way to increase women’s participation in technology is to create more female independent problem solvers on the computer, or what Sherry Turkle (cited in Margolis & Fisher, 2002) calls “intrepid explorers.” Studies of students who persist in computer science have shown the importance of being “intrepid”—having the desire to explore without fear of breaking the computer, and the confidence to solve problems and deal with setbacks (Margolis & Fisher, 2002). An intrepid explorer is creative and fearless about trying new things on the computer. However, how do people become intrepid explorers? How can learning environments support them? This article addresses these questions by describing ways to support girls to explore intrepidly on computers. These strategies are grounded in previous research as well as our own research on an after school program for middle school girls.

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Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts?

Computers & Education ◽

10.1016/j.compedu.2011.08.006 ◽

2012 ◽

Vol 58 (1) ◽

pp. 240-249 ◽

Cited By ~ 157

Author(s):

Jill Denner ◽

Linda Werner ◽

Eloy Ortiz

Keyword(s):

Middle School ◽

Computer Science ◽

Computer Games ◽

Middle School Girls ◽

School Girls ◽

Science Concepts

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Minecraft Server Project

Advances in Educational Marketing, Administration, and Leadership - Moving Students of Color from Consumers to Producers of Technology ◽

10.4018/978-1-5225-2005-4.ch010 ◽

2017 ◽

pp. 197-219

Author(s):

Ugochi Acholonu ◽

Jessa Dickinson ◽

Dominic Amato ◽

Nichole Pinkard

Keyword(s):

Middle School ◽

African American ◽

Learning Environment ◽

Blended Learning ◽

Computer Science ◽

Geographic Distribution ◽

Learning Opportunities ◽

Middle School Girls ◽

Design Recommendations ◽

School Girls

Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on computational concepts. This chapter introduces the Digital Youth Network Minecraft Server Project, which aims to reduce the barriers to for non-expert adults to be able to provide informal, computing-related learning opportunities to diverse youth. Using Minecraft, an online multiplayer game, the authors investigate a blended approach to mentorship that diversifies who can lead informal computing opportunities. This study examines learner-mentor interactions in a Synchronous Blended Learning Environment (SBLE) focused on engaging African American and Latina middle school girls in computer science. The chapter concludes with design recommendations for SBLEs to better support the needs of mentors facilitating computing opportunities for African American and Latina middle-school girls.

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Minecraft Server Project

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch042 ◽

2018 ◽

pp. 818-836

Author(s):

Ugochi Acholonu ◽

Jessa Dickinson ◽

Dominic Amato ◽

Nichole Pinkard

Keyword(s):

Middle School ◽

African American ◽

Learning Environment ◽

Blended Learning ◽

Computer Science ◽

Geographic Distribution ◽

Learning Opportunities ◽

Middle School Girls ◽

Design Recommendations ◽

School Girls

Opportunities to participate in computing-related informal programs are limited in terms of quantity and geographic distribution. This limitation is due, in part, to the dearth of adults who have the expertise to mentor youth on computational concepts. This chapter introduces the Digital Youth Network Minecraft Server Project, which aims to reduce the barriers to for non-expert adults to be able to provide informal, computing-related learning opportunities to diverse youth. Using Minecraft, an online multiplayer game, the authors investigate a blended approach to mentorship that diversifies who can lead informal computing opportunities. This study examines learner-mentor interactions in a Synchronous Blended Learning Environment (SBLE) focused on engaging African American and Latina middle school girls in computer science. The chapter concludes with design recommendations for SBLEs to better support the needs of mentors facilitating computing opportunities for African American and Latina middle-school girls.

Download Full-text