As computer science (CS) education research seeks to create more inclusive learning environments for minoritized youth, researchers must consider how youth’s intersectional identities impact their CS participation. Not only can stereotypes about computer science negatively affect youth’s sense of belonging or fit in the field (Cheryan, Plaut, Davies, & Steele, 2009), but CS classrooms and technologies can reproduce dominant narratives that alienate youth from various marginalized identities (Ashcraft, Eger, & Scott, 2017). Responding to this issue, the “Restorying Computer Science Identity” project seeks to broaden participation in computing by creating access for groups who have historically and systemically been shut out of CS. While learning computational skills in programming and designing interactive paper quilts, youth of color also draw upon their lived experiences to reimagine new connections and stories about computer science. As a poster, our presentation will detail a month long workshop taking place at a local science museum’s STEM program comprised of high school aged students, most of whom identify as students of color. Using video observations and voice recordings, students’ reflective worksheets and artifacts, and student interviews, we explore the following research questions: 1) What happens when students use computer science skills and digital technologies to restory their CS identities? 2) What kinds of metanarratives about CS and computer scientists do students identify? 3) What does the process of restorying look like? Findings for this project include the implications of integrating computer science and critical literacies with youth counter-storytelling and the development of intersectional CS identities, particularly as it connects to research and pedagogy in computer science education.
