Although these are suggestions, theyrepresent how the girls were independently assessing the small next step intheir learning pathway and connecting that step with their personal interestsor goals. Even the girls who did not yet assign themselves an identity as acreator described their creative experiences:“I don’t create stuff. I just dowhat they tell me to do and create...I try to create it and then try my best”[20150516_LEinterview_Cedar_Siena]. There is a direct relationshipbetween youth’s identity as a creator and their appropriation of the learningprocess, as they make plans to learn more and seek out resources to do so(Barron et al.,2014)

TABLE 1A Selection of Codes Grouped by Code Type an

The modularcurriculum is clustered into three project families (e-fashion, e-paper, ande-dance) that interweave computational and digital literacies through the devel-opment of creative artifacts.

Hidi and Renninger’s (2006) model is useful for thinking about how toconstruct a task environment that may spark interest in a novel activity or domainand what may be necessary to shift that initial interest into a longer term interest.

Early opportunities to experience and become interested in STEM are not readilyavailable to all students (Goode,2007; Margolis, Estrella, Goode, Jellison Holme, &Nao,2008). In particular, nondominant girls and youth from areas of lower socio-economic status have limited access to in- and out-of-school opportunities andresources that have the potential to build their computational fluencies (Goode,2007; Margolis et al.,2008; Margolis & Fisher,2002; Warschauer & Matuchniak,2010; Watkins,2012)