{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/92990"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/92990","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Community informatics in STEM education: an inquiry into an out-of-school, STEM education program from the perspective of parents and youth participants","abstract":"The student, Angela Slates, submitted this Dissertation for approval on 2016-05-12 at 13:02.","abstract_html":"The student, Angela Slates, submitted this Dissertation for approval on 2016-05-12 at 13:02.","abstract_has_math":false,"creators":["Slates, Angela M"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["Pak, Yoon","Span, Christopher","Dunbar, Christopher","\"Bruce, Bertram \"\"Chip\"\"\""],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-11-10T18:39:00Z","date_published":"2016-11-10T18:39:00Z","updated_at":"2026-07-22T22:26:35Z","subjects":["STEM Education","African American Education","Community Informatics","Constructivist Grounded Theory","Robotics","Education","Qualitative Inquiry","STEM","Community Cultural Wealth"],"languages":["en"],"rights":["Copyright Angela M. 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Slates 2016"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/92990"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The student, Angela Slates, submitted this Dissertation for approval on 2016-05-12 at 13:02.","This Dissertation was approved for publication on 2016-05-13 at 13:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9608 on 2016-11-10 at 12:23:57","Made available in DSpace on 2016-11-10T18:39:00Z (GMT). No. of bitstreams: 4 SLATES-DISSERTATION-2016.pdf: 74772694 bytes, checksum: 005872bc3a862bee5a6f7cf608668e9e (MD5) Slates FULL dissertation Final_Final.docx: 74502258 bytes, checksum: ab2e4bd6021f509dc78d55f1b8dafbe7 (MD5) LICENSE.txt: 4210 bytes, checksum: 23e696ce3ac64127fbbcfeb4d7a38396 (MD5) PROQUEST_LICENSE.txt: 4556 bytes, checksum: 1383b4fac15fb31d29192b649607a2ba (MD5) Previous issue date: 2016-05-13","Women, African Americans, Latinos and Native Americans are underrepresented in STEM at the high school, college, and careers levels. For underrepresented groups, many efforts may come too late to address underlying problems such as perceived lack of ability and lack of exposure. Out of school, semi-structured robotics programs with embedded community informatics (CI) practices have demonstrate great potential for increasing STEM access, exposure, and interest for all students. Yet, while programs of this kind have demonstrated promising outcomes for increasing STEM interest early in the STEM education pipeline, gaining access to tools and resources for underrepresented communities students can be very challenging. This qualitative research study uses a constructionists grounded theory methodology to examine what happens when a group of African American parents attempt to gain access to resources and implement STEM programming (a robotics project) outside of a traditional school setting. This study employ the theoretical frameworks of community cultural wealth, bridging and bonding social capital, and possible-selves, in examining the challenges and triumphs of African American parents in establishing a quality robotics program for their middle school level African American children in a small urban Midwest community.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2018-08-01","The student, Angela Slates, accepted the attached license on 2016-05-12 at 12:29.","Embargo set by: Seth Robbins for item 95412 Lift date: 2018-11-10T18:39:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 95412 Lift date: 2018-11-10T18:43:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 95412 on 2018-11-11T10:15:32Z."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Community informatics in STEM education: an inquiry into an out-of-school, STEM education program from the perspective of parents and youth participants"]}]}],"canonical_facts":{"dc:contributor":["Pak, Yoon","Span, Christopher","Dunbar, Christopher","\"Bruce, Bertram \"\"Chip\"\"\""],"dc:creator":["Slates, Angela M"],"dc:date":["2016-11-10T18:39:00Z","2018-11-11T10:15:32Z","2016-05-13","2016-08"],"dc:description":["The student, Angela Slates, submitted this Dissertation for approval on 2016-05-12 at 13:02.","This Dissertation was approved for publication on 2016-05-13 at 13:28.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9608 on 2016-11-10 at 12:23:57","Made available in DSpace on 2016-11-10T18:39:00Z (GMT). No. of bitstreams: 4 SLATES-DISSERTATION-2016.pdf: 74772694 bytes, checksum: 005872bc3a862bee5a6f7cf608668e9e (MD5) Slates FULL dissertation Final_Final.docx: 74502258 bytes, checksum: ab2e4bd6021f509dc78d55f1b8dafbe7 (MD5) LICENSE.txt: 4210 bytes, checksum: 23e696ce3ac64127fbbcfeb4d7a38396 (MD5) PROQUEST_LICENSE.txt: 4556 bytes, checksum: 1383b4fac15fb31d29192b649607a2ba (MD5) Previous issue date: 2016-05-13","Women, African Americans, Latinos and Native Americans are underrepresented in STEM at the high school, college, and careers levels. For underrepresented groups, many efforts may come too late to address underlying problems such as perceived lack of ability and lack of exposure. Out of school, semi-structured robotics programs with embedded community informatics (CI) practices have demonstrate great potential for increasing STEM access, exposure, and interest for all students. Yet, while programs of this kind have demonstrated promising outcomes for increasing STEM interest early in the STEM education pipeline, gaining access to tools and resources for underrepresented communities students can be very challenging. This qualitative research study uses a constructionists grounded theory methodology to examine what happens when a group of African American parents attempt to gain access to resources and implement STEM programming (a robotics project) outside of a traditional school setting. This study employ the theoretical frameworks of community cultural wealth, bridging and bonding social capital, and possible-selves, in examining the challenges and triumphs of African American parents in establishing a quality robotics program for their middle school level African American children in a small urban Midwest community.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2018-08-01","The student, Angela Slates, accepted the attached license on 2016-05-12 at 12:29.","Embargo set by: Seth Robbins for item 95412 Lift date: 2018-11-10T18:39:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 95412 Lift date: 2018-11-10T18:43:22Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 95412 on 2018-11-11T10:15:32Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/92990"],"dc:language":["en"],"dc:rights":["Copyright Angela M. Slates 2016"],"dc:subject":["STEM Education","African American Education","Community Informatics","Constructivist Grounded Theory","Robotics","Education","Qualitative Inquiry","STEM","Community Cultural Wealth"],"dc:title":["Community informatics in STEM education: an inquiry into an out-of-school, STEM education program from the perspective of parents and youth participants"],"dc:type":["text"],"thesis:degree_discipline":["Educational Policy Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:35Z"}