Empowering Latine middle school voices through a culturally responsive coding curriculum

Le résumé fourni par la source

Background and Context Although myriad studies apply culturally responsive theories in coding education, fewer studies document the importance of engaging youth and centering their self-ascribed cultural identities.Objective This study explores how Latine middle school students define culture and how those insights shape a culturally responsive coding curriculum.Method Five focus groups guided youth in reflecting on their identities and imagining culturally responsive mobile apps. Using a participatory design approach, a culturally responsive coding curriculum was constructed and taught through live coding.Findings Participants conceptualized culture in multifaceted ways, such as traditions or customs, communication forms, and beliefs. Additionally, participants suggested factors like cultural history, aspects of daily life, language, and gamification as important content that shaped the culturally responsive coding curriculum.Implications This case study highlights the importance of incorporating youth perspectives and identities into curriculum design. It also offers programmatic and methodological considerations for educators, researchers, and developers.

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