I'm currently a fifth-year doctoral candidate in the Teaching, Learning, and Teacher Education division of the Graduate School of Education at the University of Pennsylvania, and I currently work under advisement of Dr. Yasmin Kafai. I am interested in examining the affordances of designing STEM-rich making environments for Black and Brown youth, particularly in the spheres of youth voice and identity, counterstorytelling via restorying, and critical computing. More specifically, how can we design humanizing, joyful STEM and computing learning environments that affirm who youth understand themselves to be and who they want to become.
For my dissertation, I developed a workshop for a STEM program at a local science museum where first-year participants complete a series of maker projects in which they "restory" dominant societal narratives related to identity, codes (both social and technical), and computing technology. Youth design and create (1) paper circuits unpacking social codes they are familiar with, (2) electronic textiles (e-textiles) wristbands representing identity labels they affirm about themselves, and (3) interactive, e-textiles quilt patches reimagining or restorying dominant narratives about computing technology.
Shaw, M. S., Fields, D. A., & Kafai, Y. B. (2019). Connecting with Computer Science: Electronic Textile Portfolios as Ideational Identity Resources for High School Students. International Journal of Multicultural Education, 21(1).
Shaw, M. S. & Kafai, Y. B. (2020). Charting the Identity Turn in K-12 Computer Science Education: Developing More Inclusive Learning Pathways for Identities. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 114-121). Nashville, Tennessee: International Society of the Learning Sciences.
Shaw, M.S., Ji, G., Zhang, Y., & Kafai, Y.B. (2021). Promoting socio-political identification with computer science: How high school youth restory their identities through electronic textile quilts. Proceedings of RESPECT 2021. Available at http://respect2021.stcbp.org/wp-content/uploads/2021/05/001_Research_10_paper_81_Updated.pdf
Shaw, M.S. (2021). Restorying identity: Towards a development of critical identification with computing for minoritized youth. In E. de Vries, J. Ahn, & Y. Hod (Eds.), 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 127-128). International Society of the Learning Sciences, 2021.
Shaw, M.S., Kafai, Y.B., Zhang, Y., Ji, G., Russo, R., & Aftab, A. (2021). Connecting with Computer Science: Two Case Studies of Restorying CS Identity with Electronic Textile Quilts. In E. de Vries, J. Ahn, & Y. Hod (Eds.), 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 697-700). International Society of the Learning Sciences, 2021.
Shaw, M.S., Coleman, J.J., Kafai, Y.B., & Thomas, E.E. (2019). Restorying geek identity: Reimagining computer science connections with youth of color through collaborative quilts. Proceedings of the Second Connected Learning Summit.
Shaw, M. S. (2020). Restorying through Computational Quilts: A Critical Approach Towards Reimagining Computer Science. In Proceedings of the 2020 ACM Conference on International Computing Education Research (ICER '20). Association for Computing Machinery, New York, NY, USA, 344–345. DOI: https://doi.org/10.1145/3372782.3407114
Jayathirtha, G., Shaw, M.S., Kafai, Y.B., & Fields, D.A. (2020). When a Glove Becomes a Gun: From Personally Meaningful to Socially Critical Restorying in Maker Activities. Proceedings of Ninth Annual Conference on Maker Education (Fablearn 2020).
With the nonprofit TeenSHARP, a college prep program for Black and Latinx secondary students, I taught two college-level courses.
Exploring and Reimagining Science through the Lens of Race
As part of the TeenSHARP Striver Social Science Series, I taught a course where students explored the intersection of science and race by drawing on the perspectives of history, sociology, and design. In addition, they learned the socio-historical contexts situating race and science, including historical controversies and debates surrounding the gatekeepers of scientific fields and the (mis)use of communities of color for scientific advancement. For the final projects, students designed prototypical solutions to social problems related to science and race, wrote op-ed articles related to these topics, and conducted participatory research projects related to race-based issues surrounding COVID-19
Making for Better Futures: Restorying through Video Game Design
As part of the TeenSHARP Cyber SPARK Summer Series, I taught a course where students used Scratch, a block-based programming language and online community, to design and create video games that reimagined or “restoried” dominant narratives that impacted their lives.