"You don't do your hobby as a job": Stereotypes of Computational Labor and their Implications for CS Education
"You don't do your hobby as a job": Stereotypes of Computational Labor and their Implications for CS Education
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DOI：
10.1145/3408877.3432396
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发表时间：
2021-03
期刊：
影响因子：
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通讯作者：
Brianna Dym;Namita Pasupuleti;Cole Rockwood;Casey Fiesler
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文献类型：
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作者：
Brianna Dym;Namita Pasupuleti;Cole Rockwood;Casey Fiesler
扩大代表性不足的群体中计算的参与不仅对于增加计算机科学职业的劳动力，而且对于确保广泛的利益相关者可以为技术开发做出贡献而言。但是，刻板印象和刻板印象威胁代表了参与计算机科学教育的代表性不足的群体的主要障碍。为了将替代路径调查到避开刻板印象压力的计算工作中，我们采访了22个人在变革性狂热中的计算项目，这是一个以媒体混音和批评为中心的社区。我们的参与者（主要是女性，有色人种和/或LGBTQ+人）描述了一系列关于计算的刻板印象，这些刻板印象使她们无法将自己的高度技术工作视为计算。但是，参与者还描述了不仅教会他们计算技能的项目，而且还为参与计算机科学的参与打开了替代途径。我们借鉴这些发现，为教育工作者和专业人士如何打破刻板印象以及增加代表性不足的群体的期望提供建议？参与和对计算机科学的信心。
Broadening participation in computing among underrepresented groups is important for not only increasing the workforce in computer science careers but also for ensuring that a broad range of stakeholders can contribute to technology development. However, stereotypes and stereotype threat represent a major barrier to underrepresented groups engaging with computer science education. To investigate alternative paths into computational work that sidestep the pressures of stereotypes, we interviewed 22 people working on computational projects in transformative fandom, a community centered on media remix and critique. Our participants--primarily women, people of color, and/or LGBTQ+ people--described a set of stereotypes about computing that prevented them from seeing their own highly technical work as computational. However, participants also described projects that not only taught them computing skills but also opened up alternative pathways for involvement in computer science. We draw on these findings to provide recommendations for how educators and professionals might break down stereotypes and incorrect expectations to increase underrepresented groups? involvement and confidence in computer science.