"I'm Good, but Not That Good": Digitally-Skilled Young People's Identity in Computing

Autor/in	Wong, Billy
Titel	"I'm Good, but Not That Good": Digitally-Skilled Young People's Identity in Computing
Quelle	In: Computer Science Education, 26 (2017) 4, S.299-317 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Billy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2017.1292604
Schlagwörter	Technological Literacy; Semi Structured Interviews; Adolescents; Attitude Measures; Aspiration; Identification (Psychology); Stereotypes; Foreign Countries; Computer Use; Summer Programs; Social Attitudes; Social Influences; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Technisches Wissen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Streben; Klischee; Ausland; Sommerkurs; Social attidude; Soziale Einstellung; Sozialer Einfluss; Qualitative Forschung
Abstract	Computers and information technology are fast becoming a part of young people's everyday life. However, there remains a difference between the majority who can use computers and the minority who are computer scientists or professionals. Drawing on 32 semi-structured interviews with digitally skilled young people (aged 13-19), we explore their views and aspirations in computing, with a focus on the identities and discourses that these youngsters articulate in relation to this field. Our findings suggest that, even among digitally skilled young people, traditional identities of computing as people who are clever but antisocial still prevail, which can be unattractive for youths, especially girls. Digitally skilled youths identify with computing in different ways and for different reasons. Most enjoy "doing" computing but few aspired to "being" a computer person. Implications of our findings for computing education are discussed especially the continued need to broaden identities in computing, even for the digitally skilled. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01