Journal Article Detail Page
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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
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![]() <a href="https://www.per-central.org/items/detail.cfm?ID=15925">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.</a>
![]() C. Ashcraft, E. Eger, and K. Scott, , Anthropol. Educ. Q. 48 (3), 233 (2017), WWW Document, (https://doi.org/10.1111/aeq.12197).
![]() 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>.
![]() 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 December 7, 2023, from https://doi.org/10.1111/aeq.12197
![]() 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 7 December 2023).
![]() 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. 7 Dec. 2023 <https://doi.org/10.1111/aeq.12197>.
![]() @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}
}
![]() %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 ![]() %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 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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