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written by Catherine Ashcraft, Elizabeth Eger, and Kimberly Scott
Drawing from a two-year ethnography, this article juxtaposes the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls' emerging identities as technosocial change agents. In presenting this in-depth and up-close exploration, the authors simultaneously identify conditions that both facilitated and limited the program's potential. Ultimately, the article illustrates how these findings can enhance anthropological research and practice in youth identity, culturally responsive pedagogies, and computing education.
Anthropology & Education Quarterly: Volume 48, Issue 3, Pages 233-251
Subjects Levels Resource Types
Education - Applied Research
- Learning Environment
- Recruitment
= Diversity
Education - Basic Research
- Societal Issues
= Gender Issues
- Student Characteristics
Other Sciences
- Computer Science
- Middle School
- High School
- Graduate/Professional
- Reference Material
= Article
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Student Activity
- Researchers
- Educators
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© 2017 ©American Anthropological Association
DOI:
10.1111/aeq.12197
ISSN Number:
1548-1492
NSF Number:
1136079
Keywords:
ARC, CER, CRE, CompuGirls, Computer Science Education Research, Culturally Relevant Education, Culturally Responsive Education, Motivational Theory, gender equity, gender studies, inclusivity, justice education
Record Creator:
Metadata instance created November 25, 2021 by Sam McKagan
Record Updated:
December 10, 2021 by Caroline Hall
Last Update
when Cataloged:
August 7, 2017
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
C. Ashcraft, E. Eger, and K. Scott, Anthropol. Educ. Q. 48 (3), 233 (2017), WWW Document, (https://doi.org/10.1111/aeq.12197).
AJP/PRST-PER
C. Ashcraft, E. Eger, and K. Scott, Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing, Anthropol. Educ. Q. 48 (3), 233 (2017), <https://doi.org/10.1111/aeq.12197>.
APA Format
Ashcraft, C., Eger, E., & Scott, K. (2017, August 7). Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing. Anthropol. Educ. Q., 48(3), 233-251. Retrieved January 26, 2022, from https://doi.org/10.1111/aeq.12197
Chicago Format
Ashcraft, C, E. Eger, and K. Scott. "Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing." Anthropol. Educ. Q. 48, no. 3, (August 7, 2017): 233-251, https://doi.org/10.1111/aeq.12197 (accessed 26 January 2022).
MLA Format
Ashcraft, Catherine, Elizabeth Eger, and Kimberly Scott. "Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing." Anthropol. Educ. Q. 48.3 (2017): 233-251. 26 Jan. 2022 <https://doi.org/10.1111/aeq.12197>.
BibTeX Export Format
@article{ Author = "Catherine Ashcraft and Elizabeth Eger and Kimberly Scott", Title = {Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing}, Journal = {Anthropol. Educ. Q.}, Volume = {48}, Number = {3}, Pages = {233-251}, Month = {August}, Year = {2017} }
Refer Export Format

%A Catherine Ashcraft %A Elizabeth Eger %A Kimberly Scott %T Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls' Participation in Computing %J Anthropol. Educ. Q. %V 48 %N 3 %D August 7, 2017 %P 233-251 %U https://doi.org/10.1111/aeq.12197 %O text/html

EndNote Export Format

%0 Journal Article %A Ashcraft, Catherine %A Eger, Elizabeth %A Scott, Kimberly %D August 7, 2017 %T Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls' Participation in Computing %J Anthropol. Educ. Q. %V 48 %N 3 %P 233-251 %8 August 7, 2017 %@ 1548-1492 %U https://doi.org/10.1111/aeq.12197


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

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