Las madres también pueden ser líderes de la computación: Por qué las madres deben liderar el movimiento de educación de computación culturalmente sensible

Abstract

Women in disadvantaged computing communities, such as women of color, poor, elderly, disabled women who are mothers and prioritize their families over their careers have little or no access to training or career development in a technical field due to lack of childcare, limited availability, lack of education, lack of work history, transportation, and financial cost of training. Mothers in these groups often suffer from trauma or imposter syndrome, lacking the confidence to believe that they are capable of working with technology. However, in 2022, women make up 91% of households with children in public housing in the United States, which is more than 232 thousand households. Children from these homes have very few possibilities of social mobility from the bottom to the top quintile. There is a shortage of computer training opportunities in all of these communities. A community computer learning center that includes and accommodates all mothers and their children would help fill the gap in America's technical workforce and break the cycle of poverty that exists in many lowincome communities. Universities can play a key role in the participatory design of these centers so that they can also serve as a research center in computing education that promotes equality for their faculty and students. Women led the computing revolution in the past and can lead the culturally responsive computing education movement of the future.