Hack for the Future: Adolescent possible self identification in community-centered learning design

Abstract

Technology education consistently fails to serve non-dominant communities, contributing to inequities in the technology industry and reifying disparate social stratification. Addressing this issue requires creating opportunities for non-dominant communities to envision themselves within the discipline and develop future self-concepts in technology contexts. This research study investigates how community-centered learning design supports possible self identification in adolescents. Using a design-based research approach, the study examines the dimensions of community-centered learning design which foster identification of aspirational selves. Findings reveal that possible self identification is facilitated through navigation knowledge that bridges current self with a possible self, guided by community-centered design concepts. This work highlights the potential of technology curricula and learning spaces centered in community values to foster possible self identity development in non-dominant communities and promote more equitable participation in technology fields.