Engaging More Students from Underrepresented Groups In Technology: What Happens if We Don't?
Kimberly A. Scott, Arizona State University, United States ; Kevin Clark, Kimberly Sheridan, George Mason University, United States ; Elisabeth Hayes, Cynthia Mruczek, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Despite the growing number of students of color entering our k-12 public schools African American, Native American, and Hispanic youngsters enter technology/ICT careers in far fewer numbers than their White counterparts. Intersect social class and gender, and the results are even more grim. Children from under-resourced areas are less likely to occupy schools with advanced level computer science courses than those attending more affluent schools (see for an example Goode, 2007). Girls of color enter technology fields at a lower rate than White females. The consequences of not actively engaging more female, students of color in technology activities and/or careers can best be understood along economic, technosocial and educational lines. In this conceptual article, we consider these potential implications and how they affect teacher education for in-service teachers.
Scott, K.A., Clark, K., Sheridan, K., Hayes, E. & Mruczek, C. (2010). Engaging More Students from Underrepresented Groups In Technology: What Happens if We Don't?. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 4097-4104). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).