Kimberly A Scott
Arizona State University, Center for Gender Equity in Science and Technology, Professor and Founding Executive Director
Arizona State University, College of Liberal Arts and Sciences, Professor and Founding Executive Director
Kimberly A. Scott is a professor of women and gender studies in the School of Social Transformation at Arizona State University (ASU) and the founding executive director of ASU’s Center for Gender Equity in Science and Technology (CGEST). Founded by Professor Scott, the center is a one-of-a-kind research unit focused on exploring, identifying, and creating innovative scholarship about underrepresented women and girls in science, technology, engineering and mathematics (STEM). Center projects include the National Science Foundation (NSF)-funded COMPUGIRLS; U.S. Department of Education-funded COMPUPOWER; Gates-funded project on African American Families and Technology Use; and NSF-funded Culturally Responsive Co-Robotics Program. Scott is a member of the NSF STEM Education Advisory Panel. The panel was created to encourage U.S. scientific and technological innovations in education and assembled in consultation with the U.S. Department of Education, the National Aeronautics and Space Administration (NASA), and the National Oceanic and Atmospheric Administration (NOAA). Scott is also an affiliate faculty in George Mason University’s Center for Digital Media Innovation and Diversity located in Fairfax, Virginia.
Trained as a sociologist of education and childhoods, Scott’s interdisciplinary work examines girls’ of color (African American, Native American, Latina) social and academic development in informal spaces and their technosocial innovations. With nearly 50 publications in outlets such as the, International Journal of Qualitative Studies in Education, International Journal of Gender, Science, and Technology, Feminism and Psychology, Huffington Post, and Slate, to name a few, Kimberly is also co-author of the Rowman and Littlefield book Kids in Context and co-editor of the IAP published book, Research in Urban Educational Settings: Lessons Learned and Implications for Future Practice. Recently, she published Women Education Scholars and Their Children’s Schooling (Routledge) and is completing COMPUGIRLS: Becoming Ourselves in This Digital Age (University of Illinois Press).
Prior to becoming an academic, Scott worked as an urban educator with international and national institutions including a center for girls in Chiang Mai Thailand; the Educational Law Center in Newark, New Jersey; and the National Museum of African Art-Smithsonian. Having written and successfully won nearly $10 million in grant funding to support research about and programs for girls of color and digital media use, Scott was named in 2014 as a White House Champion of Change for STEM Access. The same year, the publication Diverse Issues in Higher Education identified Kimberly as one of the top 30 women in higher education. Scott earned her BA from Smith College in art history and French literature, an MS from Long Island University in curriculum and instruction/elementary education and her EdD from Rutgers University in social and philosophical foundations of education, and completed the high potentials leadership program at Harvard Business School
Phone: (480) 727-9490
Address: Center for Gender Equity in Science and Technology
Arizona State University
PO Box 871108
Tempe, AZ 85287-1108
Trained as a sociologist of education and childhoods, Scott’s interdisciplinary work examines girls’ of color (African American, Native American, Latina) social and academic development in informal spaces and their technosocial innovations. With nearly 50 publications in outlets such as the, International Journal of Qualitative Studies in Education, International Journal of Gender, Science, and Technology, Feminism and Psychology, Huffington Post, and Slate, to name a few, Kimberly is also co-author of the Rowman and Littlefield book Kids in Context and co-editor of the IAP published book, Research in Urban Educational Settings: Lessons Learned and Implications for Future Practice. Recently, she published Women Education Scholars and Their Children’s Schooling (Routledge) and is completing COMPUGIRLS: Becoming Ourselves in This Digital Age (University of Illinois Press).
Prior to becoming an academic, Scott worked as an urban educator with international and national institutions including a center for girls in Chiang Mai Thailand; the Educational Law Center in Newark, New Jersey; and the National Museum of African Art-Smithsonian. Having written and successfully won nearly $10 million in grant funding to support research about and programs for girls of color and digital media use, Scott was named in 2014 as a White House Champion of Change for STEM Access. The same year, the publication Diverse Issues in Higher Education identified Kimberly as one of the top 30 women in higher education. Scott earned her BA from Smith College in art history and French literature, an MS from Long Island University in curriculum and instruction/elementary education and her EdD from Rutgers University in social and philosophical foundations of education, and completed the high potentials leadership program at Harvard Business School
Phone: (480) 727-9490
Address: Center for Gender Equity in Science and Technology
Arizona State University
PO Box 871108
Tempe, AZ 85287-1108
less
InterestsView All (6)
Uploads
Gathering narratives from academic women in traditional and nontraditional maternal roles, this volume presents both contemporary and retrospective experiences of what it’s like to raise children amidst educational and sociocultural change.
have largely focused on analyzing how gender and technology are coproduced, resulting in lack
of scholarship that examines the mutually constitutive relationship between technology, gender
and other intersecting categories, such as race, ethnicity, class, sexual orientation, and ability.Second, this paper argues that an intersectional view of technology can dismantle the language of
objectivity deeply embedded in technological artifacts by revealing how identity categories, such
as gender, race, and ethnicity, are integral components of “the social shaping of technology” and
by extension participation in technological initiatives (Faulkner, p. 90, 2001). Finally, through a brief
discussion of CompuGirls, a culturally responsive technology program for girls of color, this paper
demonstrates how an intersectional, social constructionist approach to technology education can
challenge stereotypes of girls of color as passive victims of technology and provide a counternarrative
that can empower girls of color to form generative relationships with technology.
developed to promote underrepresented girls’ future possible selves and career
pathways in computer-related technology fields. We hypothesized that the
COMPUGIRLS would promote academic possible selves and self-regulation to
achieve these possible selves. We compared the growth trajectories of academic
possible selves and self-regulation between the program participants and a comparison
group using latent growth modeling for two semesters. There was no significant
group difference in the growth trajectories of academic possible selves. The findings
support that the COMPUGIRLS did not accelerate the program participants’ academic
possible selves. However, the program participants had a significantly higher
growth rate in self-regulation than the comparison group. We argue that the higher
growth rate of self-regulation could help the program participants achieve academic
possible selves which is important for choosing technology career pathways.
Gathering narratives from academic women in traditional and nontraditional maternal roles, this volume presents both contemporary and retrospective experiences of what it’s like to raise children amidst educational and sociocultural change.
have largely focused on analyzing how gender and technology are coproduced, resulting in lack
of scholarship that examines the mutually constitutive relationship between technology, gender
and other intersecting categories, such as race, ethnicity, class, sexual orientation, and ability.Second, this paper argues that an intersectional view of technology can dismantle the language of
objectivity deeply embedded in technological artifacts by revealing how identity categories, such
as gender, race, and ethnicity, are integral components of “the social shaping of technology” and
by extension participation in technological initiatives (Faulkner, p. 90, 2001). Finally, through a brief
discussion of CompuGirls, a culturally responsive technology program for girls of color, this paper
demonstrates how an intersectional, social constructionist approach to technology education can
challenge stereotypes of girls of color as passive victims of technology and provide a counternarrative
that can empower girls of color to form generative relationships with technology.
developed to promote underrepresented girls’ future possible selves and career
pathways in computer-related technology fields. We hypothesized that the
COMPUGIRLS would promote academic possible selves and self-regulation to
achieve these possible selves. We compared the growth trajectories of academic
possible selves and self-regulation between the program participants and a comparison
group using latent growth modeling for two semesters. There was no significant
group difference in the growth trajectories of academic possible selves. The findings
support that the COMPUGIRLS did not accelerate the program participants’ academic
possible selves. However, the program participants had a significantly higher
growth rate in self-regulation than the comparison group. We argue that the higher
growth rate of self-regulation could help the program participants achieve academic
possible selves which is important for choosing technology career pathways.