1. Exploring the Relationship Between Computational Algorithmic
Thinking and Self-Efficacy in African-American Girls
Dr. Jakita O. Thomas & Rachelle Minor
Abstract:
Computational Algorithmic Thinking (CAT) is defined as the ability to design, implement,
and assess the design and implementation of algorithms. It involves identifying and
understanding a problem, creating algorithms to resolve issues, and implementing these
solutions based on some set of criteria. This research will provide better insight to the
development of CAT capabilities and its relationship to self-efficacy, which refers to an
individual’s belief in his or her capacity to execute behaviors necessary to perform certain
performance requirements. Acquiring the confidence to apply the CAT capabilities skills in an
academic and social setting is just as important as learning the skill itself.
The purpose of this research is to 1) Explore the continued development of
computational algorithmic thinking over the course of three years in African-American middle-
school girls as they evolve into producers of technology 2) Understand the dynamics that go
into creating technologists and an interest in computer science 3) How the development of CAT
can contribute to the application of self-efficacy to social settings.
This data will be collected through video analysis, surveys, journal entries, and direct
experiences and will be coded into content analysis form. As a result, this research will provide
insight on how to better support students of color as they develop CAT capabilities and improve
how computer science is taught in K-12 schools. In addition, this project will provide more
understanding on how to support students with their growth of CAT capabilities and the
confidence to transfer those skills in social settings.
Background:
One of the most underrepresented communities in the Science Technology Engineering
and Mathematical (STEM) fields is the African-American community, more specifically, African-
American women. This is a direct result of the lack of computing resources available to African-
American girls in the K-12 school system. According to a National Research Council report
entitled A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core
Ideas, there are eight practices outlined as being most essential for the K-12 STEM curriculum.
It is believed that these fundamental curriculum competencies that students need by the 12th
grade are lacking in most American schools, especially schools in the predominantly black
communities. According to the National Science Foundation, less than 2% of African-American
males and less than .5% were African-American women received their doctorate degree in a
computer science related field.
Proposal:
With one of the core purposes of this research being the exposure of CAT to
underrepresented communities, SCAT (Supporting Computational Algorithmic Thinking) is a
longitudinal between-subjects research project exploring how African-American middle-school
girls develop CAT capabilities over time and how those skills contribute to self-efficacy and

2. interests in computer science. The SCAT program is a free enrichment program designed to
expose African-American girls to game design. Spanning over three years, the SCAT Scholars
engage in three types of activities per year: 1) a two-week intensive game design summer
camp; 2) two (2) six-week technical workshops where scholars implement the games they
designed using the game design cycle in preparation for submission to national game design
competitions; 3) field trips where Scholars learn about applications of CAT in different
industries and careers.
The research facilitator (facilitator) plays a major role in the development of the Scholars’
CAT capabilities in the SCAT learning environment. She serves first as the primary modeler and
then as the just-in-time coach. In addition, the facilitator leads and supports discussions that
help SCAT Scholars as they think through their designs. Using the iterative game design cycle,
the SCAT Scholars reflect on their use of CAT capabilities with the goal of becoming facilitators
of technology themselves and peer-teaching other students. This project aims to explore the
following research questions:
1. How do individual and small-group computational algorithmic thinking capabilities of
African-American middle school girls develop over time?
2. What challenges will learners face as they engage in computational algorithmic thinking
that could decrease the interests in computer science?
3. How does participating in the SCAT program impact participants’ perspectives of
computer science?
4. As a result of acquiring CAT capabilities, how will the participants’ exposure provide
higher self-efficacy and performance in algorithmic and problem solving skills be applied
in social and academic settings?
5. After acquiring CAT capabilities, how will the participants’ exposure affect self efficacy
and performance of these skills in social settings?
Methods:
There are four major components used to measure this research data will include 1)
Online journal submissions 2) Post and Pre-surveys distributed periodically throughout each
year 3) Video observations 4) Physical prototypes, video games, and other SCAT scholar
artifacts. This research data will include computer literacy and vocabulary, algorithmic thinking,
confidence in problem solving skills, application of CAT capabilities to social settings, and
positive/negative experiences throughout the game design cycle. The responses and data
collected from each SCAT Scholar is coded into content analysis which is a technique used to
make replicable and valid inferences by interpreting and coding textual material.
Conclusion:
In conclusion, this research will provide insight on how to better support African-
American girls as they develop CAT capabilities. It could provide informative methods for
improving how computer science and other STEM related subjects are taught in K-12 schools.