Black Women Speak: Examining Power, Privilege, and Identity in CS Education

Autor/inn/en	Rankin, Yolanda A.; Thomas, Jakita O.; Erete, Sheena
Titel	Black Women Speak: Examining Power, Privilege, and Identity in CS Education
Quelle	In: ACM Transactions on Computing Education, 21 (2021) 4, Artikel 26 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
Schlagwörter	African Americans; Females; Computer Science Education; Disproportionate Representation; Intervention; Racial Bias; Social Justice; Gender Bias; Student Experience; Power Structure; Elementary Secondary Education; Racial Composition; Whites; Internship Programs; Equal Education; Racial Discrimination; Gender Discrimination; Womens Education; Minority Group Students; African American Students; Feminism; Academic Persistence; Barriers + Suchen Sie Ihr Suchwort? Afroamerikaner; Weibliches Geschlecht; Computer science lessons; Informatikunterricht; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Geschlechterstereotyp; Studienerfahrung; White; Weißer; Berufspraktische Ausbildung; Racial bias; 'Women''s education'; Frauenbildung; African Americans; Student; Students; Schüler; Schülerin; Studentin; Feminismus
Abstract	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. (As Provided).
Anmerkungen	Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01