The article discusses the persistent academic disparities in STEM among historically marginalized groups, including racial minorities and women. It highlights how cultural factors contribute to low participation and performance rates compared to their White and Asian peers. The piece emphasizes the importance of re-conceptualizing Culturally Responsive Teaching into Culturally Responsive Computing as a transformative measure. This approach aims to foster community advancement and innovation, advocating for educational reforms that address intersectionality while promoting equitable access to STEM opportunities for these underserved groups.
Despite efforts and funding, marginalized groups face significant barriers in STEM fields due to cultural factors, necessitating culturally responsive educational approaches.
Culturally Responsive Teaching (CRT) is being adapted into Culturally Responsive Computing (CRC) to address disparities in STI participation among marginalized communities.
Women and racial minorities encounter systemic obstacles leading to their underrepresentation in STEM, highlighting a need to transform educational methodologies.
The variability in STEM engagement among racial minorities suggests a requirement for intersectional strategies that integrate cultural relevance into computing education.
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