2019 CIIP Program Book CIIP Booklet 2019 | Page 19

Community Partner: Code in the Schools
Intern: Vicky Chen
Site Supervisor: Qubilah Huddleston & Ernest Maynard
What is Code in the Schools?
We empower Baltimore City youth to thrive in the 21st century economy by
expanding access to quality computer science education and building pathways
from school to jobs and higher education. By focusing on youth traditionally un-
der-represented in technology fields, we work to eliminate structural barriers and
inequities in education and industry.
• Organized and implemented an
attendance system for 70 stu-
dents that automated time cal-
culations. Served as the primary
point of contact for students with
regards to attendance
• Led a 15-student discussion
section on topics surrounding the
technology industry as it relates
to the students’ lives, for exam-
ple, a discussion surrounding
the disproportionately negative
impacts facial recognition tech-
nology has on black and brown
communities
• Engaged with community part-
ners for “Industry Days,” in which
professionals spoke to youth and
gave youth activities to broaden
their understanding of the com-
puter science industry
18
At Code in the Schools, I served as a program assistant for their YouthWorks program, CodeWorks.
This year, we served nearly 70 Baltimore City high school students with an interest in computer
science. They were placed in classes such as Introduction to Python, Introduction to Game Design,
and Introduction to Web Development. I spent the first few weeks in the office preparing the pro-
gramming: be it putting together swag bags, setting up attendance sheets, or coordinating with the
community partners that supported us throughout the program. When the program began, I felt
overwhelmed by all the moving parts as well as the feeling that I was in a position of authority that I
was not ready for. The more I worked in the program, the less prominent this doubt became. I served
as the point of contact for attendance and led discussions on current events in the tech industry. I felt
my conversations with students palpably becoming more genuine and open. I learned that some of
the students love J-rock, some love Final Fantasy, and all love Marvel. I’ve learned the value in hon-
oring and listening to youth voices, especially because they are often quieted. It’s been a pleasure
seeing the shy girl in the back begin to voice her opinions more often, both in the classroom and
during lunch. It’s also helped me to lessen my doubt about my own abilities to communicate with
youth: telling a 16-year-old that you went to see Spider-Man over the weekend can take you a long
way.
One discussion we had was on the disproportionately negative impacts that facial recognition ap-
plications to law enforcement have on black and brown communities. I worried that I wouldn’t be
addressing these issues with enough sensitivity, or that since I hadn’t lived through these experienc-
es, did I even have a right to be speaking on these issues? I was moved by the spirit of openness
that I witnessed in the classroom. The youth were willing to share their experiences with me as long
as I was willing to listen. This also became a lesson in improving my own communication skills: there
is power in statements as simple as, “I agree,” or, “That’s very interesting.”
Overall, I feel blessed that I got to meet these students and feel an overwhelming amount of pride
at what they have been able to produce over the past five weeks. They have taught me about myself
and what it means to be passionate about dreams, as only young people can.