Real Talk: Saturated Sites of Violence in CS Education
Real Talk: Saturated Sites of Violence in CS Education
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DOI：
10.1145/3408877.3432432
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发表时间：
2021-03
期刊：
影响因子：
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通讯作者：
Yolanda A. Rankin;J. Thomas;S. Erete
中科院分区：
文献类型：
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作者：
Yolanda A. Rankin;J. Thomas;S. Erete
尽管有许多CS教育教学干预措施，但计算机上黑人妇女的管道并未增加，这表明需要解决影响黑人女性交叉认同的结构性问题（例如种族主义，性别歧视，权力和特权）。如果没有关于计算领域的权力关系的诚实对话，就无法期望引发与所有CS学生公平的社会变革。我们利用交叉性作为关键框架，我们采访了18名黑人妇女，他们的经验导航了计算教育生态系统。对黑人妇女经历的交叉分析表明，CS教育由暴力饱和场所组成，在这种暴力的地方，在这种情况下，互连的权力系统融合了制定压迫。调查结果揭示了CS教育中的三个饱和暴力场所：1。传统的K-12教室； 2。主要是白人机构； 3。作为补充学习经验的实习。
Despite numerous CS education pedagogical interventions, the pipeline of Black women in Computing has not increased, which illustrates the need to address structural issues (such as racism, sexism, power, and privilege) that impact Black women's intersectional identities. Without honest conversations about power relations within the field of Computing, one cannot expect to engender social change that equates to equity for all CS students. Leveraging intersectionality as a critical framework, we interview 18 Black women about their experiences navigating the computing education ecosystem. Intersectional analysis of Black women's experiences reveals that CS education consists of saturated sites of violence in which interconnected systems of power converge to enact oppression. Findings reveal three saturated sites of violence within CS education: 1. traditional K-12 classrooms; 2. predominantly White institutions; and 3. internships as supplementary learning experiences.