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Utilizing Participatory Design to Develop a Culturally Relevant Computer Science Curriculum

Published: 22 February 2019 Publication History

Abstract

The underrepresentation of women and minorities in the field of computer science is well documented. Due to this lack of representation, efforts to broaden participation in computing abound. One manner with which to do this is through the development of culturally relevant curricula. Education literature encourages the use of culturally relevant techniques and topics to teach school content through the knowledge of diverse groups as well as teach about culturally diverse populations. In addition, partnering with the students who will learn with the curriculum is encouraged in order to co-develop ideas and learn more about students' interests and experiences. This poster describes the outcomes from a series of participatory design sessions with a diverse group of stakeholders (students, teachers, parents, and administrators) to design an intermediate computing curriculum for 5th - 7th grade students. Specifically, we examine the topics developed by the participants that are being utilized as themes for curricular units. Preliminary analysis shows that participants of all ages brainstormed and utilized themes related to both cultural heritage and contemporary culture, but more focus was placed on youth culture and pop culture topics. The poster will describe the design methods used during the participatory design sessions as well as the themes developed and an overall analysis of the categories from which the themes are drawn.

Cited By

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  • (2025)Future Directions and Innovations in Digital Educational Escape Room GamesDigital Escape Room Designs in Education10.4018/979-8-3693-4219-0.ch008(407-466)Online publication date: 28-Feb-2025
  • (2024)Shifting roles and slow research: children’s roles in participatory co-design of critical machine learning activities and technologiesBehaviour & Information Technology10.1080/0144929X.2024.2313147(1-22)Online publication date: 7-Feb-2024
  • (2022)Participatory design and participatory debugging: Listening to students to improve computational thinking by creating gamesInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2022.10052534(100525)Online publication date: Dec-2022
  • Show More Cited By

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cover image ACM Conferences
SIGCSE '19: Proceedings of the 50th ACM Technical Symposium on Computer Science Education
February 2019
1364 pages
ISBN:9781450358903
DOI:10.1145/3287324
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 22 February 2019

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Author Tags

  1. computer science education
  2. culturally relevant
  3. middle grades
  4. participatory design

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SIGCSE '19
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SIGCSE '19 Paper Acceptance Rate 169 of 526 submissions, 32%;
Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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SIGCSE TS 2025
The 56th ACM Technical Symposium on Computer Science Education
February 26 - March 1, 2025
Pittsburgh , PA , USA

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Cited By

View all
  • (2025)Future Directions and Innovations in Digital Educational Escape Room GamesDigital Escape Room Designs in Education10.4018/979-8-3693-4219-0.ch008(407-466)Online publication date: 28-Feb-2025
  • (2024)Shifting roles and slow research: children’s roles in participatory co-design of critical machine learning activities and technologiesBehaviour & Information Technology10.1080/0144929X.2024.2313147(1-22)Online publication date: 7-Feb-2024
  • (2022)Participatory design and participatory debugging: Listening to students to improve computational thinking by creating gamesInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2022.10052534(100525)Online publication date: Dec-2022
  • (2021)The Effects of Providing Starter Projects in Open-Ended Scratch ActivitiesProceedings of the 52nd ACM Technical Symposium on Computer Science Education10.1145/3408877.3432390(38-44)Online publication date: 3-Mar-2021

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