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关键词： artificial intelligence   community   computer science   corporate   crime   discrimination   entertainment   Facebook   FB   general news   hate crime   humanities   industrial news   legal action   machine learning   media   online service providers   political   sciences   social issues   social media platforms   society   technology   tools  

关键词： artificial intelligence   community   computer science   corporate   crime   discrimination   entertainment   Facebook   FB   general news   hate crime   humanities   industrial news   legal action   machine learning   media   online service providers   political   sciences   social issues   social media platforms   society   technology   tools  

关键词： artificial intelligence   community   computer science   corporate   crime   discrimination   entertainment   Facebook   FB   general news   hate crime   humanities   industrial news   legal action   machine learning   media   online service providers   political   sciences   social issues   social media platforms   society   technology   tools  

关键词： Gender inequality   feminist post-structuralism   discourse   Latinx students   computer science education  

摘要： Drawing on feminist post-structural perspectives, this article shows how the dominant discourses of underrepresentation and gender difference that characterize gender inequality in computer science (CS) create subject positions, which simultaneously mark women as highly invisible and visible. Narrative accounts from qualitative interviews and focus groups with women students of color enrolled in CS at a university located in the southwestern region of the US illustrate the situated ways in which participants materialized these discourses in their personal accounts of 'not seeing and seeing women in CS.' Participants accounts reveal how isolation, exclusion, and connection in CS are contextual, contingent, and intersectional experiences that cannot be collapsed into a single, monolithic meta-narrative. Participant accounts also demonstrate the complex ways that women students of color in CS pushed back on dominant discourses of underrepresentation and gender difference.

关键词： cosmotechnics   Yuk Hui   Andre Leroi-Gourhan   computer science   information theory  

摘要： Today's question concerning technology involves asking about both the post-pandemic world and the post-data-economy world, in a situation where resentments and scapegoats are easily generated. We can no longer avoid integrating this question with that of entropy, but also with the specific question of anthropic entropy, and the way this has accompanied the rise of computation: it thus demands a new approach to theoretical computer science. While digital and network technologies initially seemed to offer new hopes for the reorganization of work (exemplified by the free software movement), the subsequent rise of smartphones and social networks seems to have turned these hopes into lost illusions: network effects and algorithmic platforms are hegemonic, and the changes brought by neoliberalism are being progressively intensified. Unless something utterly improbable happens, this dystopian tendency seems destined to continue. Could the pandemic bring the necessary break? Before asking this question, we should reflect on the meaning of the probable, the improbable and the unforeseen. Capitalism can be described as anepisteme, whose operator is information, but also as an anti-episteme, because it installs generalized proletarianization. In other words, knowledge is destroyed and diversity systemically eliminated, and a new theoretical computer science must learn how to take the need for diversity functionally into account. Yuk Hui raises these questions through the notion of technodiversity, as a way of challenging the hegemony of a universal calculability prescribing arrangements between the technical system and the social and biological systems. Today, the computer is a cellular element in a global megamachine, and, from Hui's perspective, it imposes this cosmotechnical question firstly because China cannot be reduced to the West. Already in the twentieth century, the culture industries tended to reduce reason to rationalization, raising the question of whether moderni

关键词： Equity   student agency   broadening participation in computing  

摘要： Background and Context Overlaying Computer Science (CS) courses on top of inequitable schooling systems will not move us toward "CS for All." This paper prioritizes the perspectives of minoritized students enrolled in high school CS classrooms across a large, urban school district in the Western United States, to help inform how CS can truly be for all. Objective This paper explores what student agency looks like while answering the research question "From the perspective of minoritized students historically underrepresented in computing, what makes a critical difference in their sense of agency in introductory CS high school classes?" Method Our research-practice partnership used qualitative data (including classroom observations, interviews, student artifacts, and video/photos) and surveys to surface the perspectives and visions of minoritized youth. Findings The research describes what student agency looks like as youth - who have had no prior CS learning experiences - use CS as a tool to resist marginalization and dehumanizing school contexts, while declaring their own "rightful presence" in CS classrooms. Implications Findings demonstrate the importance for CS curricula and pedagogy to center the lives of students in ways that are consequential for minoritized youth. This would support deeper engagement with content learning and student agency with computing.

关键词： Computer science   debugging   failure   portraiture   identity  

摘要： Background and Context : Women are underrepresented in the field of computer science, a trend that in part can be traced to girls' early experiences with the discipline. Objective : Our aim is to show how three girls who became strong coders talked about their debugging practice at the intersection of problem solving, emotion, and identity. Method : We use the portraiture methodology to trace thegoodnessof a designed programming workshop environment. We aim to show the trajectories of three strong coders over the course of two years of participation in weekend and summer workshops. Findings : We found that creative reflection spaces through journaling, art making, and storytelling opened possibilities for the learners to observe, understand, and critically examine the integration between problem solving, emotion, and identity in their programming experience. Implications : Findings have implications for designing inclusive programming learning environments that invite collective reflection on the moment-to-moment experience of learning to code.

关键词： Race   gender   equity   computer science   STEM education   mixed methods  

摘要： Background and Context: Computing is being integrated into a range of STEM disciplines. Still, computing remains inaccessible to many minoritized groups, especially girls and certain people of color. In this mixed methods study, we investigated racial and gendered patterns of equity and inequity in high school physics classrooms incorporating computational modeling, with an emphasis on group work. Objective: The objectives of this study were: 1) to document equity patterns in student participation and how they vary based on group composition by race and gender;and 2) to understand how discourses of race and gender influence group interactions. Method: We used the EQUIP web app (https://***) to analyze quantitative patterns in student participation. We then identified video of three group sessions and analyzed how discourses of race and gender mediated classroom interactions. Findings: Data show that racial hierarchies were prominent, with White students dominating group interaction and Black and Latinx students experiencing substantial marginalization. While there was evidence of gender equity in many groups - particularly those with greater proportions of girls - we show how computing and physics were still maintained as masculine spaces. Implications: Teachers of computing should intentionally structure learning environments to attenuate the impact of White supremacy and patriarchy. More research is also needed on how power operates in computing education at the level of classroom interaction.