{'fraction_non_alphanumeric': 0.0236734693877551, 'fraction_numerical': 0.0, 'mean_word_length': 5.887640449438202, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Understanding How to Engage Black HS Boys in Computer Science Through Tech Innovation and Entrepreneurship

Black high school (HS) boys are an untapped source for initiatives in broadening participation in computer science (CS). This article describes a five week program that employs active and problem-based learning activities to teach tech innovation and entrepreneurship to local teens in the Washington, DC, USA area. Called #WatchMeCode, the program's objective is to build black HS boys’ confidence in coding, communicating their programming skills, and rebuilding their thoughts about computer science. The program uses a constructivist pedagogical approach allowing students to build their understanding of computer science and technology through Internet-search-based history lessons, podcasts, and presentations by other black male tech entrepreneurs. Additionally, students ventured out into their community with hands-on design-thinking and customer discovery skills to observe their environment, its issues/problems, and developed new technology with their unique perspectives in mind. Results showed that participants became interested and confident in computer science by creating their own tech innovations.