Smarr, S., & Gilbert, J. (2022, August), Higher Education Computing Curriculum for the Black Community: A Review  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41767

\bibitem{asee_peer_41767}
  Smarr, S., \& Gilbert, J. (2022, August), \emph{Higher Education Computing Curriculum for the Black Community: A Review}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41767

Simone Smarr and Juan Gilbert.  "Higher Education Computing Curriculum for the Black Community: A Review".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41767 Internet.  22 Dec, 2024

\bibitem{asee_peer_41767}
  Simone Smarr and Juan Gilbert.
  "Higher Education Computing Curriculum for the Black Community: A Review".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41767 Internet.  22 Dec, 2024

@INPROCEEDINGS{asee_peer_41767
author = "Simone Smarr and Juan Gilbert"
title = "Higher Education Computing Curriculum for the Black Community: A Review"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41767}
number = {10.18260/1-2--41767}
}

TY  - CPAPER
AB  - The call to diversify Science, Technology, Engineering, and Math (STEM) fields has continued to echo and grow. While it is common for research to explore these approaches at the K-12 level, the higher education space also contributes significantly in helping to diversify STEM fields through educational approaches. The Black/African-American community is a historically marginalized group that has continued to be underrepresented in STEM fields like computing. Within higher education, the computing education field has used various approaches to target the Black/African-American community through inclusive instruction in classrooms, programming to increase exposure, and even amplifying the voices of those within the field to understand their experiences better. A literature review was conducted to explore what has been done, the approaches used, and how these efforts can strategically contribute to diversifying other STEM fields. The review focused on collegiate level departmental and classroom approaches that target the Black/African-American computing community. The collected existing research in this space was synthesized to understand the landscape thus far and was theoretically explored through a cultural lens. The intersection of frameworks such as Culturally Sustaining Pedagogy and Culturally Relevant Computing provides the foundation for the cultural analysis. These frameworks can aid researchers in evaluating approaches for the Black/African-American community and help strengthen the research in this area to culturally connect with Black students in STEM. We explore the use and lack thereof of frameworks related to culture to inform the approaches. This synthesis brings together key literature in this area to provide insight on how to build on approaches to potentially further diversity efforts for the Black community across STEM, particularly by using pedagogical bridges and partnerships.
AU  - Simone Smarr
AU  - Juan Gilbert
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Higher Education Computing Curriculum for the Black Community: A Review
UR  - https://peer.asee.org/41767
DO  - 10.18260/1-2--41767
ER  -