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1. The measure and mismeasure of fairness

   Corbett-Davies, Sam ; Gaebler, Johann D. ; Nilforoshan, Hamed ; Shroff, Ravi ; Goel, Sharad ( August 2023 , Journal of machine learning research)

   Weinberger, Kilian (Ed.)

   The field of fair machine learning aims to ensure that decisions guided by algorithms are equitable. Over the last decade, several formal, mathematical definitions of fairness have gained prominence. Here we first assemble and categorize these definitions into two broad families: (1) those that constrain the effects of decisions on disparities; and (2) those that constrain the effects of legally protected characteristics, like race and gender, on decisions. We then show, analytically and empirically, that both families of definitions typically result in strongly Pareto dominated decision policies. For example, in the case of college admissions, adhering to popular formal conceptions of fairness would simultaneously result in lower student-body diversity and a less academically prepared class, relative to what one could achieve by explicitly tailoring admissions policies to achieve desired outcomes. In this sense, requiring that these fairness definitions hold can, perversely, harm the very groups they were designed to protect. In contrast to axiomatic notions of fairness, we argue that the equitable design of algorithms requires grappling with their context-specific consequences, akin to the equitable design of policy. We conclude by listing several open challenges in fair machine learning and offering strategies to ensure algorithms are better aligned with policy goals. 

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2. Causal Conceptions of Fairness and their Consequences

   Nilforoshan, Hamed ; Gaebler, Johann D. ; Shroff, Ravi ; Goel, Sharad ( January 2022 , Proceedings of the 39th International Conference on Machine Learning)

   Chaudhuri, Kamalika ; Jegelka, Stefanie ; Song, Le ; Szepesvari, Csaba ; Niu, Gang ; Sabato, Sivan (Ed.)

   Recent work highlights the role of causality in designing equitable decision-making algorithms. It is not immediately clear, however, how existing causal conceptions of fairness relate to one another, or what the consequences are of using these definitions as design principles. Here, we first assemble and categorize popular causal definitions of algorithmic fairness into two broad families: (1) those that constrain the effects of decisions on counterfactual disparities; and (2) those that constrain the effects of legally protected characteristics, like race and gender, on decisions. We then show, analytically and empirically, that both families of definitions almost always—in a measure theoretic sense—result in strongly Pareto dominated decision policies, meaning there is an alternative, unconstrained policy favored by every stakeholder with preferences drawn from a large, natural class. For example, in the case of college admissions decisions, policies constrained to satisfy causal fairness definitions would be disfavored by every stakeholder with neutral or positive preferences for both academic preparedness and diversity. Indeed, under a prominent definition of causal fairness, we prove the resulting policies require admitting all students with the same probability, regardless of academic qualifications or group membership. Our results highlight formal limitations and potential adverse consequences of common mathematical notions of causal fairness. 

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3. The Centrality of Black Identity for Black Students in Engineering

   Mobley, Catherine ; Brawner, Catherine E. ; Brent, Rebecca ; Orr, Marisa K. ( January 2021 , Collaborative Network for Engineering and Computing Diversity (CoNECD) Conference)

   Introduction and Theoretical Frameworks Our study draws upon several theoretical foundations to investigate and explain the educational experiences of Black students majoring in ME, CpE, and EE: intersectionality, critical race theory, and community cultural wealth theory. Intersectionality explains how gender operates together with race, not independently, to produce multiple, overlapping forms of discrimination and social inequality (Crenshaw, 1989; Collins, 2013). Critical race theory recognizes the unique experiences of marginalized groups and strives to identify the micro- and macro-institutional sources of discrimination and prejudice (Delgado & Stefancic, 2001). Community cultural wealth integrates an asset-based perspective to our analysis of engineering education to assist in the identification of factors that contribute to the success of engineering students (Yosso, 2005). These three theoretical frameworks are buttressed by our use of Racial Identity Theory, which expands understanding about the significance and meaning associated with students’ sense of group membership. Sellers and colleagues (1997) introduced the Multidimensional Model of Racial Identity (MMRI), in which they indicated that racial identity refers to the “significance and meaning that African Americans place on race in defining themselves” (p. 19). The development of this model was based on the reality that individuals vary greatly in the extent to which they attach meaning to being a member of the Black racial group. Sellers et al. (1997) posited that there are four components of racial identity: 1. Racial salience: “the extent to which one’s race is a relevant part of one’s self-concept at a particular moment or in a particular situation” (p. 24). 2. Racial centrality: “the extent to which a person normatively defines himself or herself with regard to race” (p. 25). 3. Racial regard: “a person’s affective or evaluative judgment of his or her race in terms of positive-negative valence” (p. 26). This element consists of public regard and private regard. 4. Racial ideology: “composed of the individual’s beliefs, opinions and attitudes with respect to the way he or she feels that the members of the race should act” (p. 27). The resulting 56-item inventory, the Multidimensional Inventory of Black Identity (MIBI), provides a robust measure of Black identity that can be used across multiple contexts. Research Questions Our 3-year, mixed-method study of Black students in computer (CpE), electrical (EE) and mechanical engineering (ME) aims to identify institutional policies and practices that contribute to the retention and attrition of Black students in electrical, computer, and mechanical engineering. Our four study institutions include historically Black institutions as well as predominantly white institutions, all of which are in the top 15 nationally in the number of Black engineering graduates. We are using a transformative mixed-methods design to answer the following overarching research questions: 1. Why do Black men and women choose and persist in, or leave, EE, CpE, and ME? 2. What are the academic trajectories of Black men and women in EE, CpE, and ME? 3. In what way do these pathways vary by gender or institution? 4. What institutional policies and practices promote greater retention of Black engineering students? Methods This study of Black students in CpE, EE, and ME reports initial results from in-depth interviews at one HBCU and one PWI. We asked students about a variety of topics, including their sense of belonging on campus and in the major, experiences with discrimination, the impact of race on their experiences, and experiences with microaggressions. For this paper, we draw on two methodological approaches that allowed us to move beyond a traditional, linear approach to in-depth interviews, allowing for more diverse experiences and narratives to emerge. First, we used an identity circle to gain a better understanding of the relative importance to the participants of racial identity, as compared to other identities. The identity circle is a series of three concentric circles, surrounding an “inner core” representing one’s “core self.” Participants were asked to place various identities from a provided list that included demographic, family-related, and school-related identities on the identity circle to reflect the relative importance of the different identities to participants’ current engineering education experiences. Second, participants were asked to complete an 8-item survey which measured the “centrality” of racial identity as defined by Sellers et al. (1997). Following Enders’ (2018) reflection on the MMRI and Nigrescence Theory, we chose to use the measure of racial centrality as it is generally more stable across situations and best “describes the place race holds in the hierarchy of identities an individual possesses and answers the question ‘How important is race to me in my life?’” (p. 518). Participants completed the MIBI items at the end of the interview to allow us to learn more about the participants’ identification with their racial group, to avoid biasing their responses to the Identity Circle, and to avoid potentially creating a stereotype threat at the beginning of the interview. This paper focuses on the results of the MIBI survey and the identity circles to investigate whether these measures were correlated. Recognizing that Blackness (race) is not monolithic, we were interested in knowing the extent to which the participants considered their Black identity as central to their engineering education experiences. Combined with discussion about the identity circles, this approach allowed us to learn more about how other elements of identity may shape the participants’ educational experiences and outcomes and revealed possible differences in how participants may enact various points of their identity. Findings For this paper, we focus on the results for five HBCU students and 27 PWI students who completed the MIBI and identity circle. The overall MIBI average for HBCU students was 43 (out of a possible 56) and the overall MIBI scores ranged from 36-51; the overall MIBI average for the PWI students was 40; the overall MIBI scores for the PWI students ranged from 24-51. Twenty-one students placed race in the inner circle, indicating that race was central to their identity. Five placed race on the second, middle circle; three placed race on the third, outer circle. Three students did not place race on their identity circle. For our cross-case qualitative analysis, we will choose cases across the two institutions that represent low, medium and high MIBI scores and different ranges of centrality of race to identity, as expressed in the identity circles. Our final analysis will include descriptive quotes from these in-depth interviews to further elucidate the significance of race to the participants’ identities and engineering education experiences. The results will provide context for our larger study of a total of 60 Black students in engineering at our four study institutions. Theoretically, our study represents a new application of Racial Identity Theory and will provide a unique opportunity to apply the theories of intersectionality, critical race theory, and community cultural wealth theory. Methodologically, our findings provide insights into the utility of combining our two qualitative research tools, the MIBI centrality scale and the identity circle, to better understand the influence of race on the education experiences of Black students in engineering. 

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4. Keeping Community in the Loop: Understanding Wikipedia Stakeholder Values for Machine Learning-Based Systems

   https://doi.org/10.1145/3313831.3376783  

   Smith, C. Estelle ; Yu, Bowen ; Srivastava, Anjali ; Halfaker, Aaron ; Terveen, Loren ; Zhu, Haiyi ( April 2020 , Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems)

   On Wikipedia, sophisticated algorithmic tools are used to assess the quality of edits and take corrective actions. However, algorithms can fail to solve the problems they were designed for if they conflict with the values of communities who use them. In this study, we take a Value-Sensitive Algorithm Design approach to understanding a community-created and -maintained machine learning-based algorithm called the Objective Revision Evaluation System (ORES)---a quality prediction system used in numerous Wikipedia applications and contexts. Five major values converged across stakeholder groups that ORES (and its dependent applications) should: (1) reduce the effort of community maintenance, (2) maintain human judgement as the final authority, (3) support differing peoples' differing workflows, (4) encourage positive engagement with diverse editor groups, and (5) establish trustworthiness of people and algorithms within the community. We reveal tensions between these values and discuss implications for future research to improve algorithms like ORES. 

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5. Value Cards: An Educational Toolkit for Teaching Social Impacts of Machine Learning through Deliberation

   https://doi.org/10.1145/3442188.3445971  

   Shen, Hong ; Deng, Wesley H. ; Chattopadhyay, Aditi ; Wu, Zhiwei Steven ; Wang, Xu ; Zhu, Haiyi ( March 2021 , FAccT '21: Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency)

   null (Ed.)

   Recently, there have been increasing calls for computer science curricula to complement existing technical training with topics related to Fairness, Accountability, Transparency and Ethics (FATE). In this paper, we present Value Cards, an educational toolkit to inform students and practitioners the social impacts of different machine learning models via deliberation. This paper presents an early use of our approach in a college-level computer science course. Through an in-class activity, we report empirical data for the initial effectiveness of our approach. Our results suggest that the use of the Value Cards toolkit can improve students' understanding of both the technical definitions and trade-offs of performance metrics and apply them in real-world contexts, help them recognize the significance of considering diverse social values in the development and deployment of algorithmic systems, and enable them to communicate, negotiate and synthesize the perspectives of diverse stakeholders. Our study also demonstrates a number of caveats we need to consider when using the different variants of the Value Cards toolkit. Finally, we discuss the challenges as well as future applications of our approach. 

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