Real Talk: Saturated Sites of Violence in CS Education

Rankin, Yolanda A.; Thomas, Jakita O.; Erete, Sheena

doi:10.1145/3408877.3432432

Cited by 38 publications

(24 citation statements)

References 23 publications

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“…In another study, women who were randomly assigned to male majority teams were less willing to become team leaders than women assigned to women majority teams [8]. It is further important to consider intersectional identities in this [46][47][48]. This literature leads us to strongly believe that we should ensure that no students experience solo or singleton status in study groups.…”

Section: Group Compositionmentioning

confidence: 99%

Inclusive Study Group Formation At Scale

Kohli¹,

Ramachandran²,

Tudor³

et al. 2022

Preprint

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The student peer-group is one of the most important influences on student development. Group work is essential for creating positive learning experiences, especially in remote-learning where student interactions are more challenging. While the benefits of study groups are established, students from underrepresented communities often face challenges in finding social support for their education when compared with those from majority groups. We present a system for flexible and inclusive study group formation that can scale to thousands of students.Our focus is on long-term study groups that persist throughout the semester and beyond. Students are periodically provided opportunities to obtain a new study group if they feel their current group is not a good fit. In contrast to prior work that generates single-use groups, our process enables continuous refinement of groups for each student, which in turn informs our algorithm for future iterations.We trialed our approach in a 1000+ student introductory Electrical Engineering and Computer Science course that was conducted entirely online during the COVID-19 pandemic. We found that of all students matched to study groups through our algorithm, a large majority felt comfortable asking questions (78%) and sharing ideas (74%) with their group. Students from underrepresented backgrounds were more likely to request software-matching for study groups when compared with students from majority groups. However, underrepresented students that we did match into study groups had group experiences that were just as successful as students from' majority groups. Students in engaged, regularly participating study groups had more positive results across all other indicators of the study group experience, and certain positive group experiences were associated with higher exam scores overall. Furthermore, students performing at a B-level on the first class midterm, who participated in high-quality software-matched study groups, demonstrated higher final exam scores than students in lowerquality groups.

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Section: Group Compositionmentioning

confidence: 99%

Inclusive Study Group Formation At Scale

Kohli¹,

Ramachandran²,

Tudor³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…A second mode of criticality focuses on the inverse: “the world in computing.” In this approach, computing is understood as a site of social activity (rather than as a tool for influencing society) where social hierarchies are reproduced in new forms. This approach might focus on sexism in gaming communities and dating apps, or on how computing education and computing careers are themselves sites of racial violence (Rankin et al, 2021). Recent work puts these two approaches in dialogue with one another, showing how critical transformation of computing classrooms allows them to catalyze student activism more broadly (Ryoo et al, 2020).…”

Section: Three Framings Of Computational Thinkingmentioning

confidence: 99%

A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

Kafai

Proctor

2021

Educational Researcher

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Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues.

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“…As a provocation, what would it look like for a social platform to be built by and for Black people, taking into consideration the benefits and challenges to inform the creation of that new digital space in order to foster connectivity, survival, and a means to thrive? Given the lack of Black representation in Silicon Valley and the field of computer science as a whole, including structural inequities in computing education that continue to enact oppression [80], the suggestion that Black people should be more involved in designing and building technology is both important and challenging. One way to involve perspectives and values of the Black diaspora is to incorporate Afrofuturism into the process for designing technology.…”

Section: Black To the Futurementioning

confidence: 99%

More than a Modern Day Green Book: Exploring the Online Community of Black Twitter

Klassen

Kingsley

McCall

et al. 2021

Proc. ACM Hum.-Comput. Interact.

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The Negro Motorist Green Book was a tool used by the Black community to navigate systemic racism throughout the U.S. and around the world. Whether providing its users with safer roads to take or businesses that were welcoming to Black patrons, The Negro Motorist Green Book fostered pride and created a physical network of safe spaces within the Black community. Building a bridge between this artifact which served Black people for thirty years and the current moment, we explore Black Twitter as an online space where the Black community navigates identity, activism, racism, and more. Through interviews with people who engage with Black Twitter, we surface the benefits (such as community building, empowerment, and activism) and challenges (like dealing with racism, appropriation, and outsiders) on the platform, juxtaposing the Green Book as a historical artifact and Black Twitter as its contemporary counterpart. Equipped with these insights, we make suggestions including audience segmentation, privacy controls, and involving historically disenfranchised perspectives into the technological design process. These proposals have implications for the design of technologies that would serve Black communities by amplifying Black voices and bolstering work toward justice.CCS Concepts: • Human-centered computing → Empirical studies in collaborative and social computing; Computer supported cooperative work.

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Real Talk: Saturated Sites of Violence in CS Education

Cited by 38 publications

References 23 publications

Inclusive Study Group Formation At Scale

Inclusive Study Group Formation At Scale

A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

More than a Modern Day Green Book: Exploring the Online Community of Black Twitter

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