Tech Social Capital in Black & Latino High School Communities: A Growing Aspect of Computer Science Education and Workforce Development- [electronic resource]
Tech Social Capital in Black & Latino High School Communities: A Growing Aspect of Computer Science Education and Workforce Development- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101246
- ISBN
- 9798379740818
- DDC
- 370
- 서명/저자
- Tech Social Capital in Black & Latino High School Communities: A Growing Aspect of Computer Science Education and Workforce Development - [electronic resource]
- 발행사항
- [S.l.]: : University of California, Los Angeles., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(123 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 84-12, Section: B.
- 주기사항
- Advisor: Rohanna, Kristen;Sax, Linda.
- 학위논문주기
- Thesis (Ed.D.)--University of California, Los Angeles, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약This dissertation aimed to address existing research gaps in the understanding of "tech social capital" amongst Black and Latino/Hispanic high school students in afterschool computer science education programs. The research employed an exploratory mixed methods approach, with afterschool high school coding program Code Next as its sample site. Given the lack of social capital measurement instruments in education, this study analyzed a set of interviews regarding students' understanding of their networks and access to resources, and used that information to adapt (and then run) an existing social capital instrument from the public health sector.Five findings from this study demonstrated the presence and importance of tech social capital networks in Black and Latino/Hispanic high school students' lives. First, students reported having at least one significant relationship that encouraged their interest in and exploration of computer science. Second, almost every student reported that relationships contributed computer science-related resources to their lives, with adult-student relationships contributing at least two resources and peer-peer relationships contributing at least one resource. Third, students expressed that these relationships had a largely positive impact on their interests in and around computer science. Fourth, Black and Latino/Hispanic high school students perceived an increase in their tech social capital through their program participation. Fifth, student perceptions of social capital change suggest the multiplicative nature of relationships, in that a single relationship can lead to acquisition of multiple resources. Across these findings, four themes emerged-1) afterschool programs can provide significant tech social capital in the form of institutional agents and hardware access, 2) Black and Latino/Hispanic students enter these spaces already possessing some tech social capital, 3) there are differences between live and online learning environments, e.g., sustained access to physical hardware, and 4) there is utility in quantifying tech social capital for education practitioners, researchers, and corporate technical organizations.
- 일반주제명
- Education.
- 일반주제명
- Computer science.
- 일반주제명
- Sociology.
- 일반주제명
- Higher education.
- 키워드
- Coding
- 키워드
- Social capital
- 기타저자
- University of California, Los Angeles Education - Leadership Program 0659
- 기본자료저록
- Dissertations Abstracts International. 84-12B.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101246
■006m o d
■007cr#unu||||||||
■020 ▼a9798379740818
■035 ▼a(MiAaPQ)AAI30529175
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aMadda, Mary Josephina.
■24510▼aTech Social Capital in Black & Latino High School Communities: A Growing Aspect of Computer Science Education and Workforce Development▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of California, Los Angeles. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(123 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 84-12, Section: B.
■500 ▼aAdvisor: Rohanna, Kristen;Sax, Linda.
■5021 ▼aThesis (Ed.D.)--University of California, Los Angeles, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThis dissertation aimed to address existing research gaps in the understanding of "tech social capital" amongst Black and Latino/Hispanic high school students in afterschool computer science education programs. The research employed an exploratory mixed methods approach, with afterschool high school coding program Code Next as its sample site. Given the lack of social capital measurement instruments in education, this study analyzed a set of interviews regarding students' understanding of their networks and access to resources, and used that information to adapt (and then run) an existing social capital instrument from the public health sector.Five findings from this study demonstrated the presence and importance of tech social capital networks in Black and Latino/Hispanic high school students' lives. First, students reported having at least one significant relationship that encouraged their interest in and exploration of computer science. Second, almost every student reported that relationships contributed computer science-related resources to their lives, with adult-student relationships contributing at least two resources and peer-peer relationships contributing at least one resource. Third, students expressed that these relationships had a largely positive impact on their interests in and around computer science. Fourth, Black and Latino/Hispanic high school students perceived an increase in their tech social capital through their program participation. Fifth, student perceptions of social capital change suggest the multiplicative nature of relationships, in that a single relationship can lead to acquisition of multiple resources. Across these findings, four themes emerged-1) afterschool programs can provide significant tech social capital in the form of institutional agents and hardware access, 2) Black and Latino/Hispanic students enter these spaces already possessing some tech social capital, 3) there are differences between live and online learning environments, e.g., sustained access to physical hardware, and 4) there is utility in quantifying tech social capital for education practitioners, researchers, and corporate technical organizations.
■590 ▼aSchool code: 0031.
■650 4▼aEducation.
■650 4▼aComputer science.
■650 4▼aSociology.
■650 4▼aHigher education.
■653 ▼aCoding
■653 ▼aSocial capital
■653 ▼aWorkforce development
■653 ▼aScience education
■690 ▼a0515
■690 ▼a0984
■690 ▼a0626
■690 ▼a0745
■71020▼aUniversity of California, Los Angeles▼bEducation - Leadership Program 0659.
■7730 ▼tDissertations Abstracts International▼g84-12B.
■773 ▼tDissertation Abstract International
■790 ▼a0031
■791 ▼aEd.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933432▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
