In the past several decades, women have made considerable progress toward gender equity in the USA, but women in general and women of color in particular continue to be underrepresented in some fields of STEM, notably engineering and computing. Women of color in these fields are also underrepresented in the STEM education research literature. In this article, we review the literature on sociocultural theory and empirical research grounded in it to propose a framework for thinking about how young women of color encounter and experience engineering and computing in local educational contexts, and how their encounters and experiences might be enhanced and lead to more sustained interests and identities in these fields. The framework motivates an examination of the interrelationships among institutional practices, normative discourses, identities, interactional dynamics, and experience-near external exclusions in the contexts of the young women’s lives. As such, our concerns are less with provision of the content per se of engineering or computing and more with the structure, organization, and discourses of the educational contexts in which the groundwork is laid for the development of interests and identities related to these fields. We briefly review significant challenges faced by middle and high school girls and young women of color as they encounter in-school and out-of-school practices and interactional dynamics related to engineering and computing, respond to local and societal discourses circulating about these fields, form social and personal identities with respect to these fields, and grapple with external exclusions, e.g., undocumented legal status and unresponsive institutions, affecting pursuit of engineering and computing. We then examine ways in which scholars taking sociocultural approaches have addressed these challenges through action research. Next, we assess the promise and limitations of these efforts in overcoming the challenges. Due to the sociocultural perspective that frames our approach, the research methodology used in the work we review is primarily qualitative, and the approach to action is primarily participatory action research. We conclude the paper with a preliminary synthesis of research on the sociocultural system in which young women of color in the USA and Canada encounter and pursue engineering and computing, including its foundational components in mathematics and science education. We argue that this system repeatedly plays out in unequal opportunity structures, deficit discourses, marginalizing interactions, conflicting identity demands, and external exclusions for many young women of color. The system carries expectancies that make sustained participation in engineering and computing risky and difficult, even if these young women have interest, ability, or ambitions to pursue these fields. We propose a program of response to these barriers, based in sociocultural practice theory.

中文翻译：

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通过社会文化理论解决有色年轻女性在工程和计算机领域的代表性不足

在过去的几十年中，女性在实现性别平等方面取得了长足的进步，但是在STEM的某些领域，尤其是工程学和计算机领域，普通女性尤其是有色女性的代表性仍然不足。这些领域中的有色女性在STEM教育研究文献中的代表性也不足。在本文中，我们回顾了有关社会文化理论和实证研究的文献，提出了一个框架，用于思考有色年轻女性如何在当地教育环境中遇到并体验工程和计算机技术，以及如何增强他们的遭遇和经验并导致这些领域的利益和身份更加持久。该框架激发了对制度实践，规范性论述，身份，互动动态，以及在年轻女性生活中体验到的外部排斥。因此，我们对提供内容工程或计算本身，以及教育上下文的结构，组织和话语，为与这些领域相关的兴趣和身份的发展奠定了基础。我们简要回顾了有色人种的初中和高中女生和年轻妇女在校内和校外实践以及与工程和计算机相关的互动动态方面所面临的重大挑战，应对围绕这些领域传播的本地和社会话语，在这些领域形成社会和个人身份，并应对外部排斥，例如无证法律地位和反应迟钝的机构，从而影响对工程和计算的追求。然后，我们研究采取社会文化方法的学者通过行动研究应对这些挑战的方式。接下来，我们评估这些努力克服挑战的前景和局限性。由于构成我们方法的社会文化观点，我们审查的工作中使用的研究方法主要是定性的，而行动方法则主要是参与性行动研究。我们以对社会文化系统研究的初步综述作为结束语，在该系统中，美国和加拿大的有色年轻女性遇到并从事工程和计算，包括其在数学和科学教育中的基本组成部分。我们认为，该系统在不平等的机会结构，赤字讨论，边缘化互动，身份要求冲突，和许多有色年轻女性的外部排斥。该系统的期望值使持续参与工程和计算的工作充满风险和困难，即使这些年轻女性对从事这些领域的兴趣，能力或抱负也是如此。我们根据社会文化实践理论提出了应对这些障碍的方案。