Despite recent efforts to increase diversity, female and racially minoritized youth continue to be underrepresented in STEM. Our pilot study utilizes culturally responsive frameworks to address the underrepresentation of minoritized youth in computer science (CS) by supporting youth at a local Boys & Girls Club as they develop a sense of competence and belonging in the CS field. This paper examines the context of our pilot study and the positionality of our research team. It also provides a reflexive analysis of our community inquiry process and how it has influenced the development and adaptation of our CS programming.

This study examines how teachers use existing resources to enhance their teaching practices in a computationally-based science curriculum. The theoretical lens for professional development (PD) for supporting science teaching reform was modified using known research on resource activation to resist the marginalization of science in urban schools. Through this research, we found that teachers activate resources differentially, which leads to different implementation outcomes. These findings provide a sense of how PD might be designed to better support science teaching through multiple resource activation in urban schools.

This paper analyzes the learning of youth on an urban high school robotics team (Engineering Robotics). Expanding a view of learning as participation (Lave & Wenger, 1991) to learning as contribution, I explore an episode of team practice. Findings elucidates the need for newcomers to experience a contribution pathway where they are oriented towards a future contribution to the team, while contributing to a certain task at hand. These paths are produced from laminations (Goodwin 2017) of material, spatial, and social resources. Facilitating paths to contribution have implications for research on equity in STEM learning and equitable learning design.