Culturally responsive computing: a theory revisited |
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| Authors: | Kimberly A Scott Kimberly M Sheridan Kevin Clark |
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| Institution: | 1. College of Liberal Arts and Science, School of Social Transformation, Arizona State University, PO Box 874902, Tempe, AZ 85287-4902, USA;2. College of Education and Human Development, George Mason University, West Building 2204, 4400 University Drive, MS 6D2, Fairfax, VA 22030, USA;3. College of Education and Human Development, George Mason University, Thompson Hall L045, 4400 University Drive, MS 5D6, Fairfax, VA 22030, USA |
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| Abstract: | Despite multiple efforts and considerable funding, historically marginalized groups (e.g., racial minorities and women) continue not to enter or persist in the most lucrative of fields – technology. Understanding the potency of culturally responsive teaching (CRT), some technology-enrichment programs modified CRP principles to establish a culturally responsive computing (CRC) experience for disenfranchised groups. We draw from our respective praxes developing two such initiatives and reconceptualize CRC as a heuristic. In this theoretical article, we offer a more nuanced vision of CRC considering intersectionality, innovations, and technosocial activism. Implications for the newly defined tenets consider programmatic, theoretical, and methodological concerns. |
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| Keywords: | culturally reponsive computing digital equity theory |
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