Black Women Speak: Examining Power, Privilege, and Identity in CS Education
Black Women Speak: Examining Power, Privilege, and Identity in CS Education
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DOI：
10.1145/3451344
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发表时间：
2021-12-01
影响因子：
2.4
通讯作者：
Erete, Sheena
中科院分区：
文献类型：
--
作者：
Rankin, Yolanda A.;Thomas, Jakita O.;Erete, Sheena
尽管在计算机上获得学士学位的女性人数越来越多（即计算机科学，计算机工程，信息技术等），但仔细观察表明，近年来，黑人妇女的计算百分比显着下降，强调了代表性不足的代表性不足。黑人妇女及其对扩大计算领域的参与的负面影响。文献表明，已经设计了几种K-16干预措施，以增加计算机中黑人妇女和女孩的表示。尽管有这些最大的努力，但针对增加黑人妇女在计算机中的代表或保留而似乎几乎没有动弹。相反，主要目标是使用以性别为重点的努力招募和留住CS管道中的妇女，该努力旨在增加也确定为种族化群体成员的妇女人数。但是，这些以性别为中心的努力却没有增加计算中黑人女性的数量，因为她们未能承认或欣赏交叉性（重叠的性别，种族，种族，种族，阶级等）如何塑造了生活经历黑人妇女正在浏览计算管道。如果在计算领域的权力如何运作的情况下，在CS教育中的种族平等和社会正义的推动仍然是一个难以捉摸的目标。我们将交叉性作为一个关键框架来解决系统性压迫（即种族主义，性别歧视，权力和特权），我们采访了24个在计算机管道的不同阶段的黑人妇女，内容涉及其经验导航计算领域。对黑人妇女的经历的交叉分析表明，CS教育由饱和的暴力场所组成，在这种暴力场所中，互连的权力系统融合了制定压迫。调查结果揭示了CS教育中三个主要的暴力饱和场所：（1）传统的K-12教室； （2）主要是白人机构； （3）实习作为补充学习经验。我们总结了这篇文章，对CS教育领域的影响如何开始对黑人女孩和妇女产生负面影响的种族不平等，从而为更公平和更公正的社会公正的研究领域做出贡献，从而使所有学生受益。
Despite the increasing number of women receiving bachelor's degrees in computing (i.e., Computer Science, Computer Engineering, Information Technology, etc.), a closer look reveals that the percentage of Black women in computing has significantly dropped in recent years, highlighting the underrepresentation of Black women and its negative impact on broadening participation in the field of computing. The literature reveals that several K-16 interventions have been designed to increase the representation of Black women and girls in computing. Despite these best efforts, the needle seems to have barely moved in increasing the representation or the retention of Black women in computing. Instead, the primary goals have been to recruit and retain women in the CS pipeline using gender-focused efforts intended to increase the number of women who also identify as members of racialized groups. However, these gender-focused efforts have fallen short of increasing the number of Black women in computing because they fail to acknowledge or appreciate how intersectionality (the overlapping social constructs of gender, race, ethnicity, class, etc.) has shaped the lived experiences of Black women navigating the computing pipeline. Without honest dialogue about how power operates in the field of computing, the push for racial equality and social justice in CS education remains an elusive goal. Leveraging intersectionality as a critical framework to address systemic oppression (i.e., racism, gender discrimination, power, and privilege), we interview 24 Black women in different phases of the computing pipeline about their experiences navigating the field of computing. An 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 primary saturated sites of violence within CS education: (1) traditional K-12 classrooms; (2) predominantly White institutions; and (3) internships as supplementary learning experiences. We conclude the article with implications for how the field of CS education can begin to address racial inequality that negatively impacts Black girls and women, thus contributing to a more equitable and socially just field of study that benefits all students.