Kimberly Scott

• Arizona State University

In this study, we bring the concepts of sociopolitical development and intersectionality into conversation to examine how girls of color can develop a sense of agency that is grounded in an understanding of how race and gender impact their desired personal and STEM academic trajectories. Using a three-stage intersectional sociopolitical development...

African American adolescents have become more active users of digital media, which may increasingly expose them to direct online discrimination based on their racial and gender identities. Despite well-documented impacts of offline discrimination, our understanding of if and how direct online discrimination affects African American adolescents simi...

Mentoring initiatives for undergraduate and graduate women of color (WOC) have provided peer-to-peer relationships and counterspaces to disrupt the inequitable treatment of students in STEM higher education (HE). This literature synthesis explores intersectionality in STEM HE mentoring through pursuing the following research questions: (1) What imp...

A considerable amount of attention and money has been spent on programs aimed to improve the technical skills of girls of color. The impact of such efforts is not clearly understood. This book illustrates how one of the first technology programs for girls of color, COMPUGIRLS, shaped and is shaped by its adolescent participants. As a series of narr...

African Americans, especially African American women, remain one of the most underrepresented groups in technology-based degrees and careers. However, little is known about whether gender differences permeate African American adolescents’ engagement in technology in earlier development, such as in middle and high school (ages 12–18). Drawing on an...

There are sustained international efforts to increase the number and percentage of people of color who pursue STEM education and careers. These initiatives are most widely justified as means to provide human capital for technology companies. Particularly for women of color (African American, Native American, Latinx) in the US, far too many digital...

Women of color comprise a critical segment of the United States population, yet they remain underrepresented in computing education and the workforce and often overlooked in data collection and reporting, research, and interventions to increase diversity in computing. This panel of researchers will provide an overview of the current challenges faci...

The COMPUGIRLS: Culturally relevant technology program for adolescent girls was developed to promote underrepresented girls' future possible selves and career pathways in computer-related technology fields. We hypothesized that the COMPUGIRLS would promote academic possible selves and self-regulation to achieve these possible selves. We compared th...

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 culturall...

This article investigates the motivations of African American and Latino girls (N = 41) who navigate urban Southwest school districts during the day, but voluntarily attend a 2-year, culturally responsive multimedia program after school and into the summer. Understanding that girls from economically disadvantaged settings are indeed motivated to be...

Children from under-resourced areas are less likely to attend schools with advanced level computer science courses than those in more affluent schools. Girls of color enter technology fields at a lower rate than White females. Perhaps responsively, there is a growing understanding of how to change the tide and level the technological playing field...