"You don't do your hobby as a job": Stereotypes of Computational Labor and their Implications for CS Education

Dym, Brianna; Pasupuleti, Namita; Rockwood, Cole; Fiesler, Casey

doi:10.1145/3408877.3432396

Cited by 12 publications

(4 citation statements)

References 22 publications

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“…Though the barriers impacting women in technology are not identical to those impacting other underrepresented groups (particularly when taking into account intersectional identities, e.g., Black women), it is notable that one of the outcomes of AO3 being designed and built by and for a community of mostly women is that a number of women actually learned to code in order to contribute to the platform's development [31]. One motivation for learning technical skills is to contribute to a particular community [26]. Given adequate resources, other communities might be able to "grow their own" [31] in order to develop new technologies and contribute to the overall diversity of the tech sector.…”

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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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.

Self Cite

View full text Add to dashboard Cite

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“…Despite differences in these three themes, each type of othering resulted in students feeling excluded from their online learning communities [62]. Dym et al likewise reported that LGBTQ+ programmers in online commmunities expect few women and LGBTQ+ individuals to become CS students without additional support or encouragment because, in these participants' experiences, the field exhibits little diversity and a heterosexist climate [23]. Dym et al's results are not unique; similar results have been reported by other investigations of the experiences of individuals with queer gender and/or sexual identities [53,55,73].…”

Section: Related Workmentioning

confidence: 99%

Changing the Online Climate via the Online Students: Effects of Three Curricular Interventions on Online CS Students’ Inclusivity

Letaw

Garcia

et al. 2021

Proceedings of the 17th ACM Conference on International Computing Education Research

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Motivation: Although CS Education researchers and practitioners have found ways to improve CS classroom inclusivity, few researchers have considered inclusivity of online CS education. We are interested in two such improvements in online CS educationbesides being inclusive to each other, online CS students also need to be able to create inclusive technology. Objectives: We have begun developing a new approach that we term "embedded inclusive design" to address both of these goals. The essence of the approach is to integrate elements of inclusive design education into mainstream CS coursework. This paper presents three curricular interventions we have developed in this approach and empirically investigates their efficacy in online CS post-baccalaureate education. Our research questions were: How do these three curricular interventions affect (RQ1) the climate among online CS students and (RQ2) how online CS students honor the diversity of their users in the tech they create?Method: To answer these research questions, we implemented the curricular interventions in four asynchronous online CS classes across two CS courses within Oregon State University's Ecampus and conducted an action research study to investigate the impacts. Results: Online CS students who experienced these interventions reported feeling more included in the major than they had before, reported positive impacts on their team dynamics, increased their interest in accommodating diverse users, and created more inclusive technology designs than they had before. Discussion: These results provide encouraging evidence that embedding elements of inclusive design into mainstream CS coursework, via the interventions presented here, can increase both online CS students' inclusivity toward one another and the inclusivity of the technology these future CS practitioners create.

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“…Other Passion/Demand-Driven Approach. Dym et al [9] pointed out that informal online communities like fandom can serve as pathways to drive women's passion to learn coding. In the study, 22 interviewees have described that fandom projects not only taught them computing skills but also increased their involvement and confidence in computer science.…”

Section: Non-degree Programsmentioning

confidence: 99%

“…Even though the research foci in the CSER community have been on broadening participation in the last few years [6], limited studies have explored women who enter CS after obtaining bachelor's degrees through alternative pathways. Lacking exposure to computing [7], gender dynamics [8], and stereotypes of CS as a masculine pursuit [9] are common factors that tend to delay women's interest in computing compared to men [10,11]. Moreover, for women who later decide to engage with computer science, the dominant narrative in CS education is often associated with prior computing and/or math exposure [12].…”

Section: Introductionmentioning

confidence: 99%

Avoiding Barriers: A Literature Review on the Alternative Pathways for Women in Computer Science

Zhu,

Ross,

Patel

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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"You don't do your hobby as a job": Stereotypes of Computational Labor and their Implications for CS Education

Cited by 12 publications

References 22 publications

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

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

Changing the Online Climate via the Online Students: Effects of Three Curricular Interventions on Online CS Students’ Inclusivity

Avoiding Barriers: A Literature Review on the Alternative Pathways for Women in Computer Science

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