Eliminating Gender Bias in Computer Science Education Materials
Eliminating Gender Bias in Computer Science Education Materials
复制标题
消除计算机科学教育材料中的性别偏见
DOI：
10.1145/3017680.3017794
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Vahab Pournaghshband
中科院分区：
文献类型：
--
作者：
Paola Medel;Vahab Pournaghshband
女性对计算机科学的参与度低是一个众所周知的问题。研究表明，尽管学术表现指标相似，但女学生对自己的计算机科学技能和知识的信心低于男学生。虽然之前的研究集中于导致这种缺乏信心的有限的、明显的因素，但我们的工作首次证明了在计算机科学中，教学材料可能会导致性别不平等的加剧。我们使用多学科的视角来审视课程材料中对性别偏见的深刻但往往微妙的描述，并揭示其潜在的教学原因。我们研究了现有计算机科学教材的三个不同样本，并解释了它们如何影响女学生。这些样本虽然没有完整展示计算机科学课程中的所有性别不平等，但有效地代表了可能促进性别不平等的以男性为中心的代表性、图像和语言的既定趋势。最后，我们提出了易于实施的、替代性的性别平等方法，最大限度地提高性别包容性。
Low female participation in Computer Science is a known problem. Studies reveal that female students are less confident in their CS skills and knowledge than their male counterparts, despite parallel academic performance indicators. While prior studies focus on limited, apparent factors causing this lack of confidence, our work is the first to demonstrate how, in CS, instructional materials may lead to the promotion of gender inequality. We use a multidisciplinary perspective to examine profound, but often subtle portrayals of gender bias within the course materials and reveal their underlying pedagogical causes. We examine three distinct samples of established CS teaching materials and explain how they may affect female students. These samples, while not a complete display of all gender inequalities in CS curriculum, serve as effective representations of the established trends of male-centered representation, imagery, and language that may promote gender inequality. Finally, we present easily implementable, alternative gender equitable approaches that maximize gender inclusion.
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM