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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.
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Techniques of Use: Confronting value systems of productivity, progress, and usefulness in computing and design
This paper turns to one of HCI’s central value systems, i.e. its commitments to usefulness and the ideal that technology enables social progress, productivity, and excellence. Specifically, we examine how the seemingly “positive” ideal to make technology “useful” – i.e. to build systems and devices that advance social and technological progress – masks various forms of violence and injustice such as colonial othering, racist exclusions, and exploitation. Drawing from ethnographic research, we show how design and computing methods from design thinking to agile theory and entrepreneurial approaches in tech production and higher education are the latest techniques in the cultivation of useful bodies on behalf of the state, the corporation, the university, and the economy. Aligning with feminist, critical race and critical computing commitments, this paper offers a genealogical approach to show how injustice and violence endure, despite and because of a narrative of progress and positive change.
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- Award ID(s):
- 1901171
- PAR ID:
- 10226050
- Date Published:
- Journal Name:
- Proceedings of the ACM Conference on Human Factors in Computing Systems
- ISSN:
- 0100-6940
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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