This NSF-funded study investigates how a computational justice program model can support girls of color (ages 13-16) in developing agentic computing identities. An agentic computing identity describes the ability to view oneself as an active participant in computing with the knowledge and skills to enact social change. This research will create a robust computing identity model that moves beyond performance-based identity models and can theoretically inform educational interventions aimed at broadening participation in computing. It will also contribute a program model that includes an asset-based pedagogical approach, justice-centered curricular design, and practitioner-informed training.

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