Emily Green, MA
Emily Green, MA, works primarily on projects focusing on Equity and Inclusion in STEM. She researches K–12 through adult workforce with a focus on how access to resources shifts throughout this process. Prior to joining ETR she worked as a teacher with youth in Santa Cruz County at IRIS Science Academy and Green STEAM Education, where her focus was on teaching hands-on science to alternatively educated students and providing rigorous science education to everyone. It is through these experiences that she discovered the inequity present in STEM education. With her research, she hopes to alleviate these imbalances.
Ms. Green received her MA from San Jose State University in Applied Anthropology. Her focus was on public spaces and the cultural and civic benefits gained from equal access to urban, open spaces. Her field site was the Guadalupe River Park Conservancy in San Jose, where she worked as a Guadalupe Guide teaching students cultural and environmental concepts.
- Next Door to Silicon Valley: A Research-Practitioner Partnership to Address Disparities in Access and Expectations for Computer Science Education
- Can Pair Programming Be Used to Increase Diversity in Computer Science?
- Informal Learning in Computer Science: Social and Conceptual Factors Related to Women’s Persistence
- Boot Camp or University Classroom? Preparing Women and Underrepresented Minorities for the Software Workforce
Campe, S., Denner, J., Green, E., & Werner, L. (2018, February). Pair Programming Interactions in Middle School: Collaborative, Constructive, Dismissive, or Disengaged?. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (pp. 1093-1093). ACM.
Denner, J., Green, E., & Campe, S. (2018, February). Pair Programming in Middle School: Research-Based Strategies for Teachers. Showcase at the 49th ACM Technical Symposium on Computer Science Education.
Burke, Q., Bailey, C., Lyon, L.A. & Green, E. (2018, April). Assessing Industry’s Perspective of Coding Boot Camps through the Lens of Routine and Adaptive Expertise. Paper presented at the American Educational Research Association (AERA) Annual Meeting, New York, NY.
Lyon, L.A., Green, E., & Clayton, C. (2018, February). Informal Women’s Coding Groups. Poster presented at the IEEE STCB Conference for Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), Baltimore, MD.
Lyon, L.A., & Green, E. (2018, February). Women’s Attraction to Coding Boot Camps. Lightning talk presented at the IEEE STCB Conference for Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), Baltimore, MD.
Q. Burke, C. Bailey, L. A. Lyon, and E. Green (2018), “Understanding the Software Development Industry’s Perspective on Coding Boot Camps Versus Traditional 4-year Colleges,” in Proceedings of the 49th ACM Technical Symposium on Computer Science Education, New York, NY, USA, pp. 503–508
Green, E. (2014). Anthropology in the park: An investigation into the cultural and civic potential of public spaces. San Jose State University, Department of Anthropology: MA Project Report and Thesis Archive. Available at: http://www.sjsu.edu/anthropology/docs/projectfolder/Green-Emily-project.pdf
Green, E. (2014). Anthropology in the park: Learning and using technology in the field. In E. Canin (Ed), Imagineering the Present: Technology and Creativity, pp. 65–70. Paper presented at The Southwestern Anthropological Association, Garden Grove, California. 24–26 April. California State University, Fullerton.