Author ORCID Identifier

https://orcid.org/0000-0001-6805-1187

Date of Award

5-13-2022

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Learning Technologies Division

First Advisor

Brendan Calandra, Ph.D.

Second Advisor

Janice B. Fournillier, Ph.D.

Third Advisor

Miles Irving, Ph.D.

Fourth Advisor

Tutaleni I. Asino, Ph.D.

Abstract

Research has shown that the discrepancies between representations among students, teachers, textbooks, curriculum, and assessment design have caused cultural tensions in public schools. These cultural tensions have created a school context that has at times favored those who belong to, thrive in, or use code-switching to achieve within the pedagogical practices of the dominant cultural group (de Brey et al. 2019; Taie & Goldring, 2020; Woodson, 2009; Wynter, 1992). To address this issue within the area of educational technology, this qualitative case study used the cultural model approach (Wynter, 1992) and an Afrocentric methodological framework to examine the perspectives of Latinas, Afro-Latinas, and Black women in technology-saturated industries. The aim of the study was to inform inclusive instructional designs for informal learning about and with technology. Poetic transcription and daughtering were the methods used to analyze the data that included an individual orientation, semi-structured interviews, and written reflections. The analysis of the contributors’ digital tales revealed that (1) there were a variety of ways of becoming and being as Latinas, Afro-Latinas, and Black women in technology saturated industries; (2) fierce educational advocates impacted these ways (3) the women were able to make strong recommendations for designing programs for girls and their mothers/guardians that would provide a wide range of benefits; and (4) there were threats that came with learning about and with technology. The analysis of the tales also allowed the researcher exposure to content and context, technology, and cultural elements associated with the diverse group of contributors in this study. Indeed, this was an invaluable aspect of using the chosen theoretical and methodological framework. The outcomes of the study suggest the need for the proper funding of after-school programs that would give them computers and smart phones, provide professional translator services, develop resources in Spanish and other languages, include opportunities to build software and hardware, and build Ubuntu/Bumuntu informed learning communities.

DOI

https://doi.org/10.57709/28914682

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