Publications

Key:

High School Student

*Undergraduate Student

**Graduate Student

Post-Doc

Books and Edited Volumes (4)

Scott, K. A. (contracted). The URG movement: Why Disparity for women of color in technology persists. New York, NY: Oxford University Press.

Scott, K.A. (contracted). COMPUGIRLS: Becoming ourselves in the digital age.  Champaign, IL: University of Illinois Press.

Scott, K.A. & Henward, A. (Eds.). (2016). Women education scholars and their children’s schools. New York, NYRoutledge.

Scott, K.A. & Blanchett, W.J. (Eds.). (2011). Research in urban educational settings: Lessons learned and implications for future practice. Charlotte, NC: IAP.

Articles: Refereed Scholarly Journals (20)

Elliott, S., Simeone, M., Scott, K. A., and Wentz, E. (in review). Practices and data typologies for identifying potential allies for equity, diversity, and inclusion within institutions.

Nkrumah, T., Scott, K.A.  & **McInnes, L. (in review). Mentoring in STEM Higher Education: synthesis of the literature to (re)present the excluded women of color.

Elliott, S. & Scott, K. A. (in review). Hidden or Potential (HoP) Colleges for Equity and Inclusion in Higher Education.

O'Donnell, C. & Scott, K. A., (in review). Culturally responsive astronomy education: using a critical lens to promote equity and social justice.

Stewart, A. E. B. & Scott, K. A. (at press). Response to: A Plan to Offer Computer Science Classes in All North Carolina High Schools. Issues in Science and Technology.

Stewart, A. E. B., Solyst, J., Buddemeyer, A., Hatley, L., Henderson-Singer, S., Scott, K. A., Walker, E. & Ogan, A. (at press). Explaining engagement: Learner behaviors in a virtual coding camp.  In Proceedings of the 22nd International Conference on Artificial Intelligence in Education.

Morton, T. R., & Nkrumah, T. (2021). A day of reckoning for the white academy: reframing success for African American women in STEM. Cultural Studies of Science Education, 1-10.

**Tao, C., Scott, K. A, & McCarthy, K. S. (2020). Do African American male and female adolescents differ in technological engagement?: The effects of parental encouragement and adolescent technological confidence. Sex Roles. doi:10.1007/s11199-020-01134-0

Scott, K. A., & Elliott, S. (2020). STEM Diversity and Inclusion Efforts for Women of Color: A Critique of the New Labor System. International Journal of Gender, Science and Technology, 11(3), 374–82. genderandset.open.ac.uk/index.php/genderandset/article/view/646 

Scott, K.A. & Garcia, P. (2016).  Techno-social change agents: Fostering activist dispositions among girls of color.  Meridians, 15(1), 65-85.

Ashcraft, C., **Eger, E., & Scott, K.A. (2017). A tale of two cohorts: Engaging a diverse range of girls in technology through culturally responsive computing. Anthropology and Education Quarterly, 48 (3), 233-251.

Scott, K.A. & Garcia, P. (2016). Techno-social change agents: Fostering activist dispositions among girls of color. Meridians, 15(1), 65-85.

Garcia, P. & Scott, K.A. (2016). Traversing a political pipeline: An intersectional and social constructionist approach toward technology education for girls of color.  InterActions,12(2).

**Lee, J., Husman, J., Scott, K. A., & Eggum-Wilkens, N. D. (2015). COMPUGIRLS: Stepping stone to future computer-based technology pathways. Journal of Educational Computing Research52(2), 199 - 223.

Scott, K.A., Aist, G., & **Zhang, X. (2014). Social justice and computer science exercises. International Journal of Gender, Science and Technology, 6(2), 264-276.

Scott, K.A., Sheridan, K., & Clark, K. (2014). Culturally responsive computing: A theory revisited. Learning, Media & Technology.

Scott, K. & Clark, K. (Eds.) (2013). Digital engagement for urban youth: From theory to practice [special issue]. Urban Education, 48 (5).

Scott, K.A. & White, M. (2013). COMPUGIRLS’ Standpoint: Culturally responsive computing and its effect on girls of color. Urban Education, 48-5, 657 - 681.

Scott, K.A. (2012). Lessons learned: Research within an urban, African American district. International Journal of Qualitative Studies in Education, 25-5, 625-643.

Scott, K.A., Clark, K., Hayes, E., **Mruczek, C., Sheridan, K. (2010). Culturally relevant computing programs: Two examples to inform teacher professional development. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1269-1277). Chesapeake, VA: AACE.

Book Chapters (4)

*Vilchis, M., Scott, K.A. & *Besaw, C., (2014).  COMPUGIRLS speak: Using digital media to begin a social movement.  In B. Kirshner & E. Middagh (Eds). Becoming political in the digital age (pp. 59-79). Charlote, NC: IAP.

Scott, K.A. & **Solyom, J. (2011). Teaching urban education versus conducting research in urban schools. In Scott, K.A. & Blanchett, W.J. (Eds.). Research in urban educational settings: Lessons learned and implications for future practice (pp. 3-20). Charlotte, NC: IAP.

Welch, O., Patterson, F. E. & Scott, K. A. (2007). Gender Equality for African Americans. In S. S. Klein (Ed.) Handbook for achieving gender equity through education (pp. 469-484). New York, NY: Lawrence Erlbaum Associates, Publishers, Taylor & Francis Group.

Scott, K. A. & Boocock, S. S. (2007). Sociology. In V. Bowman (Ed.) Scholarly resources in children and childhood studies: A research guide and annotated bibliography (pp. 210-238). Lanham, MD: Scarecrow Press.

Non-Refereed Articles (9)

Scott, K. (2014). Code and treat: How school discourages some girls from pursuing STEM. Slate, http://www.slate.com/articles/technology/future_tense/2014/03/compugirls.

Scott, K. A. (2014). 3 questions with Dr. Kimberly Scott on girls in computing. Simplicity 2.0, https://www.laserfiche.com/simplicity/3-questions-dr-kimberly-scott-girls-computing.

Scott, K. A. (2013). Zora Ball’s achievements: What are we missing? Huffington Post, http://www.huffingtonpost.com/kimberly-a-scott/zora-balls_b_2744296.html.

Scott, K. A. (2010). Viewpoints: Looking at Black Arizonans through the prism of education Arizona Republic, http://www.azcentral.com/arizonarepublic/viewpoints/articles/20100410scott11.html.

Scott, K.A.  (2009).  The new digital divide: Where are our girls? LeadCast Blog.

Scott, K.A., Aist, G., Hood, D. (2009). COMPUGIRLS: Designing a culturally relevant technology program.  Educational Technology, 6, 34-39.

Scott, K. A. (2004, May 16). The benefits of sameness. Newsday, https://www.newsday.com/opinion/a-benefit-of-sameness-1.548578

Scott, K. A. (2003). A case study: African-American girls and their families. State of Black America 2003, 181-196.

Scott, K.A. (2000). The importance of studying first-grade African-American girls’ play patterns. Hofstra Horizons, 12-15, Hempstead, NY: Hofstra University.

Policy and Technical Reports (9)

McAlear, F., Scott, A., Scott, K. & Weiss, S. (2018). Data Brief: Women of Color in Computing. Retrieved from https://www.wocincomputing.org/wpcontent/uploads/2018/08/WOCinComputingDataBrief.pdf

Rideout, V.J., Scott, K.A., Clark, K.A. (2016, October 19). The digital lives of African American tweens, teens, and parents: Innovating and learning with technology.

Scott, K. A. (Ed). (2012). State of Black Arizona volume III: Phoenix, AZ: APS.

Scott, K. A. (2010). State of Black AZ report update. For Arizona Community Foundation, Phoenix, Arizona.

Scott, K. A. (Ed). (2009). State of Black Arizona volume II. Phoenix, AZ: APS.

Scott, K. A. (2003).  For Hofstra University Honors College, Hempstead, NY. Qualitative assessment of “Culture and Expression.”

Scott, K. A. & **Avolin, C. (2002). Evaluation of the “American School”. For Educational Studies Program, Hofstra University, Hempstead, NY.

Scott, K. A. (2000). Observations of a learning community: Hofstra University’s doctoral program for educational administration. For Foundations, Leadership, and Policy Studies-Hofstra University, Hempstead, NY.

Scott, K. A. (1997). Monitoring New Jersey’s special needs districts and the Department of Education’s response to Abbott IV. For Education Law Center, Newark NJ.

National and International Refereed Conference Presentations (13)

Scott, K.A.,(2018, January). Intersectionality, African American Girls and Women, and the Empty Promise of Computer Science Education, Sixteenth Annual Hawaii International Conference on Education, Honolulu, HI.

**Tao, C. & Scott, K. A. (2017, October). Social justice in digital media: Evidence from the CompuGirls program using an intersectionality framework. Poster presented at the 2017 NSF ADVANCE/GSE Program Workshop, Washington, D.C.

Scott, K.A., Epler, Melinda, (2017, May). Changing culture, changing the conversation: Open discussion. Infosys Crossroads Summit 2017, San Francisco, CA.

Scott, K.A., (2016 April). Women education scholars and their children’s schools. Symposium at the American Educational Research Association Annual Meeting, Washington, D.C.

Scott, K.A. (2016, February). Comforting the disturbed, COMPUGIRLS. Lightning talk at Google Ed Foo, Mountainview, CA.

Scott, K.A., Scott, A., Chapman, T., & Bryant, K., Chapman, Thandeka K., (2015, May). Girls of color and culturally responsive approaches to computing. National Center for Women Information Technology, Hilton Head, SC.

Scott, K.A. (2015, March). Digital equity for whom and to what end?  An intersectional analysis of girls of color and technology. Rensselaer Polytechnic Institute Colloquium Presentation. Troy, NY.

*Berry, M., Scott, K.A., Zion, S. (2015, May). Fostering girl’s identities as techno-social change agents: An intersectional and mixed methods study. Poster presented at NSF ADVANCE/GSE Program Workshop: Broadening Participation through Innovations for Institutional and Educational Transformation, Baltimore, MD.

**Cadenas, G., Santos, C.E., & Scott, K.A. (2014, April). Digital media self-efficacy in adolescent girls of color: An experimental study. Paper presentation at the National Technology and Social Science Conference, Las Vegas, NV.

**Eger, E., Ashcraft, C., Scott, K, and Zion, S. (2014, April) Challenging occupational exclusion and stereotypes of computing education via culturally responsive computing curricula. Roundtable presentation at the American Educational Research Association, Philadelphia, PA.

**Hachiya, L.Y. & Scott, K.A. (2014, April). Exploring future time perspectives of girls of color in a culturally relevant technology program. Roundtable presented at American Educational Research Association’s Annual Meeting, Philadelphia, PA.

**Eger, E.K., Ashcraft, C.A., & Scott, K. (2013, October). Addressing barriers to advance girls and women of color in technology education and work. Paper presented at the Research on Women and Education Annual Meeting in Las Cruces, NM.

 **Hachiya, L.Y. & Scott, K.A. (2013, October). Identity and self-perceived agency in a culturally relevant technology program. Paper presented at the Research on Women and Education Annual Meeting in Las Cruces, NM.

Invited Presentations (15)

Scott, K.A. & Knorr, T. (2017, July) Technology and computer science: Girls revolutionizing. Workshop at GE Summit in Orlando, FL.

Scott, K.A. (2017, July). Underrepresented girls in STEM. Presentation at National Academies of Science and Engineering: Committee on Middle and High School Science and Engineering in Washington, D.C. 

Scott, K.A. (2017, May). Women empowerED. Panelist with Liza Mundy, Ann Kirschener, Judy Spitz, Gilda Barabino, at ASU GSV Education Innovation Summit in Salt Lake City, UT.

Scott, K.A. (2017, April). Digital maids: A response to Patricia Hill Collins’ Another kind of public education. Presidential Lecture at the American Educational Research Association Annual Meeting, San Antonio, TX.

Scott, K.A. (2017, April). The limitations of the why, the inadequacy of the what, and the potential of the how: Creating initiatives with underrepresented women in STEM.  Smith College, Northampton, MA.

*Berry, M., Jackson, V., Scott, K.A. (2017, March). COMPUGIRLS as an out-of-school phenomenon. STEMPower Conference Presentation, San Diego Department of Education, San Diego, CA.

Scott, K.A. (2016, October). Student voices in STEM . The White House Conference on Inclusive STEM Education for Youth of Color.  Panel moderator with Adegboyega Akinsiku, Anna Chambliss, Marissa Grant, Kalev Winn. The White House Council on Women and Girls, Washington, D.C.

Scott, K.A. (2016, October). Digital inclusion in the 21st century.  Panelist with David Cerullo, Ravi Kapur, Kevin Clark. #Solutions2020 policy forum hosted Commissioner Mignon L. Clyburn, Federal Communications Commission, Washington, D.C.

Scott, K.A. (2016, June). Skills for the global digital revolution. The CompuGirls Program.  GE Foundation Virtual Conference.

Scott, K.A. (2016, June). Cracking the code: Access to STEM for all women and girls. The United State of Women Summit. Panelist with Kwadwo Sarpong, Tara Chklovski, Mae Jemison, Sandra Johnson, Matthew Randazzo, Anar Simpson. The White House Council on Women and Girls, Washington, D.C.

Scott, K.A. (2016, May). Education through the lens - digital equity – bridging the digital access divide., Congressional Briefing hosted by Congressman Mike Honda and Congresswoman Sheila Jackson Lee, Library of Congress, Washington, D.C.

Scott, K.A. (2016, May). Advancing excellence and equity in education. Convocation at Rutgers, The State University of New Jersey, Graduate School of Education, New Brunswick, NJ.

Scott, K.A. (2016, April). Are women better coders: A discussion of women in technology.  Panelist with Kimbery Bryant, Deborah Berebichez, at ASU GSV Education Innovation Summit in San Diego, CA.

Scott, K.A., (2016, March). Becoming ourselves in this digital age.  Johns Hopkins University Applied Physics Laboratory, Baltimore, MD.

 Gibson, D., Rose, D., and Scott, K.A. (2016, March). Without limits: Digital learning dilemmas and opportunities. The 2016 Meyen Lecture, Lawrence, KC.