Applying a Transformative Justice Approach to Encourage the Participation of Black and Latina Girls in Computing
Applying a Transformative Justice Approach to Encourage the Participation of Black and Latina Girls in Computing
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DOI：
10.1145/3451345
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发表时间：
2021-10
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影响因子：
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通讯作者：
S. Erete;Karla Thomas;Denise C. Nacu;Jessa Dickinson;Naomi Thompson;Nichole Pinkard
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作者：
S. Erete;Karla Thomas;Denise C. Nacu;Jessa Dickinson;Naomi Thompson;Nichole Pinkard
2020年的全球抗议和内乱重新唤起了世界对解决不公正问题的兴趣，这些不公正是由于结构性种族主义和社会各方面对黑人和拉丁裔人的压迫造成的，包括计算机。在这篇文章中，我们认为，为了解决和修复系统地将黑人和拉丁裔女孩排除在计算机科学之外的机构、政策和做法造成的伤害，必须采取一种交叉的、变革性的正义方法。利用认证权威，我们分享了我们过去8年来设计、实施和研究数字青年Divas的经验，这是一种计划和系统的方法，旨在鼓励中学黑人和拉丁裔女孩参与STEM。具体地说，我们提出了三项原则来对抗社会和计算机教育中根深蒂固的结构性种族主义和压迫：计算机教育必须(1)通过吸引社区成员来解决当地不公正的历史；(2)通过创建包容性的安全空间和反叙事来对抗计算机科学中长期存在的负面刻板印象；以及(3)在社区中建立可持续的计算能力。为了说明每一项原则，我们提供了种族主义政策和制度造成的危害及其对特定社区的影响的具体例子。然后，我们描述了我们为女孩、她们的家庭和社区创建反结构的尝试以及随后的结果。这项工作为STEM和计算机教育工作者提供了一个框架，将变革性司法作为修复社会和计算机领域已经并继续造成黑人和拉丁裔社区的伤害的一种方法。我们要求政策制定者、教育工作者、研究人员和社区领导人审查其社区的压迫历史，并采取整体性、变革性的方法，在个人和系统层面上对抗结构性压迫。
Global protests and civil unrest in 2020 has renewed the world’s interest in addressing injustice due to structural racism and oppression toward Black and Latinx people in all aspects of society, including computing. In this article, we argue that to address and repair the harm created by institutions, policies, and practices that have systematically excluded Black and Latina girls from computer science, an intersectional, transformative justice approach must be taken. Leveraging testimonial authority, we share our past 8 years of experience designing, implementing, and studying Digital Youth Divas, a programmatic and systemic approach to encouraging middle school Black and Latina girls to participate in STEM. Specifically, we propose three principles to counter structural racism and oppression embedded in society and computing education: computing education must (1) address local histories of injustice by engaging community members; (2) counter negative stereotypes perpetuated in computer science by creating inclusive safe spaces and counter-narratives; and (3) build sustainable, computational capacity in communities. To illustrate each principle, we provide specific examples of the harm created by racist policies and systems and their effect on a specific community. We then describe our attempt to create counter structures and the subsequent outcomes for the girls, their families, and the community. This work contributes a framework for STEM and computing educators to integrate transformative justice as a method of repairing the harm that both society and the field of computing has and continues to cause Black and Latinx communities. We charge policy makers, educators, researchers, and community leaders to examine histories of oppression in their communities and to adopt holistic, transformative approaches that counter structural oppression at the individual and system level.