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Scott is a professor of women and gender studies in the School of Social Transformation at Arizona State University (ASU) and the founding executive director of ASU’s Center for Gender Equity in Science and Technology (CGEST). Founded by Professor Scott, the center is a one-of-a-kind research unit focused on exploring, identifying, and creating innovative scholarship about underrepresented women and girls in science, technology, engineering and mathematics (STEM). Center projects include the National Science Foundation (NSF)-funded COMPUGIRLS; U.S. Department of Education-funded COMPUPOWER; Gates-funded project on African American Families and Technology Use; and NSF-funded Culturally Responsive Co-Robotics Program. Scott is a member of the. The panel was created to encourage U.S.

Scientific and technological innovations in education and assembled in consultation with the U.S. Department of Education, the National Aeronautics and Space Administration (NASA), and the National Oceanic and Atmospheric Administration (NOAA). Scott is also an affiliate faculty in George Mason University’s Center for Digital Media Innovation and Diversity located in Fairfax, Virginia. Trained as a sociologist of education and childhoods, Scott’s interdisciplinary work examines girls’ of color (African American, Native American, Latina) social and academic development in informal spaces and their technosocial innovations. With nearly 50 publications in outlets such as the, International Journal of Qualitative Studies in Education, International Journal of Gender, Science, and Technology, Feminism and Psychology, Huffington Post, and Slate, to name a few, Kimberly is also co-author of the Rowman and Littlefield book Kids in Context and co-editor of the IAP published book, Research in Urban Educational Settings: Lessons Learned and Implications for Future Practice. Recently, she published (Routledge) and is completing COMPUGIRLS: Becoming Ourselves in This Digital Age (University of Illinois Press).

Prior to becoming an academic, Scott worked as an urban educator with international and national institutions including a center for girls in Chiang Mai Thailand; the Educational Law Center in Newark, New Jersey; and the National Museum of African Art-Smithsonian. Having written and successfully won nearly $10 million in grant funding to support research to support research about and programs for girls of color and digital media use, Scott was named in 2014 as a. The same year, the publication Diverse Issues in Higher Education identified Kimberly as one of the top 30 women in higher education. Scott earned her BA from Smith College in art history and French literature, an MS from Long Island University in curriculum and instruction/elementary education and her EdD from Rutgers University in social and philosophical foundations of education, and completed the high potentials leadership program at Harvard Business School. *Undergraduate Student **Graduate Student Postdoctoral Scholar BOOKS AND EDITED VOLUMES 4. COMPUGIRLS: Becoming ourselves in the digital age. Champaign, IL: University of Illinois Press.

& Henward, A. Women education scholars and their children’s schools. New York, NY: Routledge. & Blanchett, W.J.

Research in urban educational settings: Lessons learned and implications for future practice. Charlotte, NC: IAP.

Kids in context: A sociological study of children and childhoods. Boulder, CO: Rowman & Littlefield. ARTICLES: REFEREED SCHOLARLY JOURNALS 21. Martin, A., Goode, J., Scott, K.

A., Ryoo, J., Madkins, T., Scott, A., McLear, F. Culturally relevant computer science pedagogy: From theory to practice.

Journal of Computer Science Integration. Ashcraft, C., **Eger, E., & Scott, K. 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. Techno-social change agents: Fostering activist dispositions among girls of color. Meridians, 15(1), 65-85. Traversing a political pipeline: An intersectional and social constructionist approach toward technology education for girls of color.

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InterActions, 12(2). **Lee, J., Husman, J., Scott, K. A., & Eggum-Wilkens, N.

COMPUGIRLS: Stepping stone to future computer-based technology pathways. Journal of Educational Computing Research, 52(2), 199-223. A., Aist, G., & **Zhang, X. Social justice and computer science exercises. International Journal of Gender, Science and Technology, 6(2), 264-276.

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