Culturally responsive computing: a theory revisited

Kimberly Scott, Kimberly M. Sheridan, Kevin Clark

Research output: Contribution to journalArticlepeer-review

159 Scopus citations


Despite multiple efforts and considerable funding, historically marginalized groups (e.g., racial minorities and women) continue not to enter or persist in the most lucrative of fields – technology. Understanding the potency of culturally responsive teaching (CRT), some technology-enrichment programs modified CRP principles to establish a culturally responsive computing (CRC) experience for disenfranchised groups. We draw from our respective praxes developing two such initiatives and reconceptualize CRC as a heuristic. In this theoretical article, we offer a more nuanced vision of CRC considering intersectionality, innovations, and technosocial activism. Implications for the newly defined tenets consider programmatic, theoretical, and methodological concerns.

Original languageEnglish (US)
Pages (from-to)412-436
Number of pages25
JournalLearning, Media and Technology
Issue number4
StatePublished - Oct 2 2015


  • culturally reponsive computing
  • digital equity
  • theory

ASJC Scopus subject areas

  • Education
  • Media Technology


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