Exploring the Digital Identity Divide: A Call for Attention to Computing Identity at HBCUs
Exploring the Digital Identity Divide: A Call for Attention to Computing Identity at HBCUs
复制标题
探索数字身份鸿沟：呼吁关注 HBCU 的计算身份
DOI：
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
T. Pearson
中科院分区：
文献类型：
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作者：
Takeria Blunt;T. Pearson
在技术行业中，计算专业中缺乏多样性一直持续存在，而少数群体的代表性少于更广泛的边缘化群体。黑人/非洲裔美国人的不断代表性持续不足的问题尤其说明了一个紧迫的数字鸿沟问题。该小组的成员约占美国人口的13％，但仅占计算机工程和计算机科学学士学位的5％和8％的学位。研究表明，与该学科及其从业人员相关的计算文化和刻板印象是黑人学生与计算之间社会文化裂痕的不同贡献者。这种断开连接会影响学生的计算和技术身份，这可能会导致这些学生决定通过计算“识别”，并追求他们经历更高自我效能的学术学科。尽管仅占美国大学的4％，但历史上的黑人学院和大学（HBCU）占黑色STEM学士学位的31％。尽管如此，HBCU计算部门面临着独特的保留问题，这些问题通过计算机科学（CS）学位影响学生入学。由于很少有基于课程的努力用于培养学生的计算身份，因此该立场论文强调了对这些身份促进的正式关注的必要性。它将HBCU计算部门作为关键中心，以开始解决黑人学生的传统计算文化和与身份相关的流失问题。通过在这些环境中解决计算和技术认同的概念，学生可以通过支持在CS专业和学位完成中保留的方式进行批判和发展其计算身份。
The lack of diversity in computing professions has continuously persisted in the tech industry, with racial minorities experiencing less representation than broader marginalized groups. The issue of continuous under-representation for Black/African Americans is especially telling of a pressing digital divide issue. Members of this group comprise roughly 13% of the U.S. population, but disproportionately hold only 5% and 8% of computer engineering and computer science bachelor?s degrees. Studies suggest that computing culture and stereotypes associated with the discipline and its practitioners are among the varied contributors to sociocultural rifts between Black students and computing. This disconnect impacts students' computational and technological identities, which may result in these students deciding to "disidentify" with computing, and to pursue academic disciplines in which they experience higher self-efficacy. Despite comprising only 4% of U.S. universities, Historically Black Colleges & Universities (HBCUs) produce 31% of the Black STEM bachelor's degrees. Still, HBCU computing departments face unique retention issues that impact student matriculation through computer science (CS) degrees. As there are few course-based efforts geared toward cultivating students' computing identities, this position paper highlights the need for formal attention to the fostering of these identities. It presents HBCU computing departments as key centers for beginning to address traditional computing culture and identity-related attrition issues for Black students. By tackling notions of computing and technology identity in these settings, students are given space to critique and develop their computational identities in ways that support retention in the CS major and degree completion.
DOI：
10.1145/3287324.3287439
发表时间：
2019
期刊：
Proceedings of the 50th ACM Technical Symposium on Computer Science Education
影响因子：
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作者：
Davis, James;Lachney, Michael;Zatz, Zoe;Babbitt, William;Eglash, Ron
通讯作者：
Eglash, Ron