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1. The Causal Fairness Field Guide: Perspectives From Social and Formal Sciences

   https://doi.org/10.3389/fdata.2022.892837  

   Carey, Alycia N.; Wu, Xintao (April 2022, Frontiers in Big Data)

   Over the past several years, multiple different methods to measure the causal fairness of machine learning models have been proposed. However, despite the growing number of publications and implementations, there is still a critical lack of literature that explains the interplay of causality-based fairness notions with the social sciences of philosophy, sociology, and law. We hope to remedy this issue by accumulating and expounding upon the thoughts and discussions of causality-based fairness notions produced by both social and formal (specifically machine learning) sciences in this field guide. In addition to giving the mathematical backgrounds of several popular causality-based fair machine learning notions, we explain their connection to and interplay with the fields of philosophy and law. Further, we explore several criticisms of the current approaches to causality-based fair machine learning from a sociological viewpoint as well as from a technical standpoint. It is our hope that this field guide will help fair machine learning practitioners better understand how their causality-based fairness notions align with important humanistic values (such as fairness) and how we can, as a field, design methods and metrics to better serve oppressed and marginalized populaces. 

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2. Fairness Under Composition

   Dwork, C; Ilvento, C (January 2019, 10th Innovations in Theoretical Computer Science Conference (ITCS 2019))

   Blum, A (Ed.)

   Algorithmic fairness, and in particular the fairness of scoring and classification algorithms, has become a topic of increasing social concern and has recently witnessed an explosion of research in theoretical computer science, machine learning, statistics, the social sciences, and law. Much of the literature considers the case of a single classifier (or scoring function) used once, in isolation. In this work, we initiate the study of the fairness properties of systems composed of algorithms that are fair in isolation; that is, we study fairness under composition. We identify pitfalls of naïve composition and give general constructions for fair composition, demonstrating both that classifiers that are fair in isolation do not necessarily compose into fair systems and also that seemingly unfair components may be carefully combined to construct fair systems. We focus primarily on the individual fairness setting proposed in [Dwork, Hardt, Pitassi, Reingold, Zemel, 2011], but also extend our results to a large class of group fairness definitions popular in the recent literature, exhibiting several cases in which group fairness definitions give misleading signals under composition. 

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3. A review of predictive policing from the perspective of fairness

   https://doi.org/10.1007/s10506-021-09286-4  

   Alikhademi, Kiana; Drobina, Emma; Prioleau, Diandra; Richardson, Brianna; Purves, Duncan; Gilbert, Juan E. (April 2021, Artificial Intelligence and Law)

   null (Ed.)

   Machine Learning has become a popular tool in a variety of applications in criminal justice, including sentencing and policing. Media has brought attention to the possibility of predictive policing systems causing disparate impacts and exacerbating social injustices. However, there is little academic research on the importance of fairness in machine learning applications in policing. Although prior research has shown that machine learning models can handle some tasks efficiently, they are susceptible to replicating systemic bias of previous human decision-makers. While there is much research on fair machine learning in general, there is a need to investigate fair machine learning techniques as they pertain to the predictive policing. Therefore, we evaluate the existing publications in the field of fairness in machine learning and predictive policing to arrive at a set of standards for fair predictive policing. We also review the evaluations of ML applications in the area of criminal justice and potential techniques to improve these technologies going forward. We urge that the growing literature on fairness in ML be brought into conversation with the legal and social science concerns being raised about predictive policing. Lastly, in any area, including predictive policing, the pros and cons of the technology need to be evaluated holistically to determine whether and how the technology should be used in policing. 

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4. Fairness and Abstraction in Sociotechnical Systems

   https://doi.org/10.1145/3287560.3287598  

   Selbst, Andrew D.; boyd, danah; Friedler, Sorelle A.; Venkatasubramanian, Suresh; Vertesi, Janet (January 2019, Proceedings of the Conference on Fairness, Accountability, and Transparency)

   A key goal of the fair-ML community is to develop machine-learning based systems that, once introduced into a social context, can achieve social and legal outcomes such as fairness, justice, and due process. Bedrock concepts in computer science---such as abstraction and modular design---are used to define notions of fairness and discrimination, to produce fairness-aware learning algorithms, and to intervene at different stages of a decision-making pipeline to produce "fair" outcomes. In this paper, however, we contend that these concepts render technical interventions ineffective, inaccurate, and sometimes dangerously misguided when they enter the societal context that surrounds decision-making systems. We outline this mismatch with five "traps" that fair-ML work can fall into even as it attempts to be more context-aware in comparison to traditional data science. We draw on studies of sociotechnical systems in Science and Technology Studies to explain why such traps occur and how to avoid them. Finally, we suggest ways in which technical designers can mitigate the traps through a refocusing of design in terms of process rather than solutions, and by drawing abstraction boundaries to include social actors rather than purely technical ones. 

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5. Machine learning for the educational sciences

   https://doi.org/10.1002/rev3.3310  

   Hilbert, Sven; Coors, Stefan; Kraus, Elisabeth; Bischl, Bernd; Lindl, Alfred; Frei, Mario; Wild, Johannes; Krauss, Stefan; Goretzko, David; Stachl, Clemens (November 2021, Review of Education)

   Abstract Machine learning (ML) provides a powerful framework for the analysis of high‐dimensional datasets by modelling complex relationships, often encountered in modern data with many variables, cases and potentially non‐linear effects. The impact of ML methods on research and practical applications in the educational sciences is still limited, but continuously grows, as larger and more complex datasets become available through massive open online courses (MOOCs) and large‐scale investigations. The educational sciences are at a crucial pivot point, because of the anticipated impact ML methods hold for the field. To provide educational researchers with an elaborate introduction to the topic, we provide an instructional summary of the opportunities and challenges of ML for the educational sciences, show how a look at related disciplines can help learning from their experiences, and argue for a philosophical shift in model evaluation. We demonstrate how the overall quality of data analysis in educational research can benefit from these methods and show how ML can play a decisive role in the validation of empirical models. Specifically, we (1) provide an overview of the types of data suitable for ML and (2) give practical advice for the application of ML methods. In each section, we provide analytical examples and reproducible R code. Also, we provide an extensive Appendix on ML‐based applications for education. This instructional summary will help educational scientists and practitioners to prepare for the promises and threats that come with the shift towards digitisation and large‐scale assessment in education. Context and implicationsRationale for this studyIn 2020, the worldwide SARS‐COV‐2 pandemic forced the educational sciences to perform a rapid paradigm shift with classrooms going online around the world—a hardly novel but now strongly catalysed development. In the context of data‐driven education, this paper demonstrates that the widespread adoption of machine learning techniques is central for the educational sciences and shows how these methods will become crucial tools in the collection and analysis of data and in concrete educational applications. Helping to leverage the opportunities and to avoid the common pitfalls of machine learning, this paper provides educators with the theoretical, conceptual and practical essentials.Why the new findings matterThe process of teaching and learning is complex, multifaceted and dynamic. This paper contributes a seminal resource to highlight the digitisation of the educational sciences by demonstrating how new machine learning methods can be effectively and reliably used in research, education and practical application.Implications for educational researchers and policy makersThe progressing digitisation of societies around the globe and the impact of the SARS‐COV‐2 pandemic have highlighted the vulnerabilities and shortcomings of educational systems. These developments have shown the necessity to provide effective educational processes that can support sometimes overwhelmed teachers to digitally impart knowledge on the plan of many governments and policy makers. Educational scientists, corporate partners and stakeholders can make use of machine learning techniques to develop advanced, scalable educational processes that account for individual needs of learners and that can complement and support existing learning infrastructure. The proper use of machine learning methods can contribute essential applications to the educational sciences, such as (semi‐)automated assessments, algorithmic‐grading, personalised feedback and adaptive learning approaches. However, these promises are strongly tied to an at least basic understanding of the concepts of machine learning and a degree of data literacy, which has to become the standard in education and the educational sciences.Demonstrating both the promises and the challenges that are inherent to the collection and the analysis of large educational data with machine learning, this paper covers the essential topics that their application requires and provides easy‐to‐follow resources and code to facilitate the process of adoption. 

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