Abstract:

Parents and caregivers play a critical role in shaping the educational trajectories and career aspirations of their children, and this is particularly true in STEM (Science, Technology, Engineering, and Math) fields. Recently, more parents recognize the importance of their children studying Computer Science (CS) and Artificial Intelligence (AI). In the U.S., 78% of Black parents and 67% of Latine parents agree CS is important to learn and 62% of parents overall believe CS will be important for their children’s future careers. As Generative AI has become a global obsession, parents now realize more than ever that children need critical knowledge and skills both as users and creators with technology. Our preliminary research findings reveal parents expressing concern for their children to learn to protect themselves, their data, and the environment with AI.

Yet, while parents value CS and AI education, the majority do not understand the promises and perils of CS and AI, nor how to connect their children to learning opportunities in and out of school. Furthermore, existing educational opportunity gaps are exacerbated in the field of computing - by race, gender identity, socioeconomic class, etc. - reflecting the lack of access to computing education for women, people of color, and low-income communities that mirror minorities in the U.S. tech industry itself.

As California is home to Silicon Valley and a hotbed of technology, it was a natural location to learn more about engaging parents and families in the STEM ecosystem. Our team collaborated with parents to co-design a parent advocacy toolkit shaped by their personal experiences and funds of knowledge towards seeking equitable educational opportunities for their children. To accompany the toolkit, we are forming a research-practice partnership to co-create a series of immersive workshops where parents will share the toolkit with other parents, caretakers, and community members through a national network of equity-oriented computing education projects.

In this presentation we will share processes for creating the toolkit and workshop as well as what we learned in this university-community collaboration. More specifically, we will address the following research questions:
1) What best practices support equitable co-design between university researchers and diverse parents when creating a CS education advocacy toolkit and workshop?,
2) What do parents identify as the most important things children should know about CS and AI?

Our mixed methods design includes analyses of both qualitative data sources (including co-design meeting notes, interviews with parent partners, and observations of parent-run workshops) as well as quantitative data sources (such as surveys of toolkit users, parent partners, etc.). Findings highlight the importance of:
1) developing a community among co-designers,
2) building on the various strengths and funds of knowledge diverse individuals bring to the work, and
3) bringing awareness to how parents can become key partners and advocates for CS and AI education.

Given this work’s context of Silicon Valley’s home of California, our study’s focus on opportunity gaps in CS and AI education, and translatable findings for the international field, we feel this presentation will be of interest and relevance to many in the INTED community.

Keywords:

Computer Science & Artificial Intelligence Education, Parent & Community Engagement, Research-Practice Partnership, Equity & Diversity in Education.