Posts tagged ‘BPC’
I’ve heard Angela Duckworth talk about the importance of grit in achieving success in American schools (see National Geographic piece on her here). I’ve also heard Jane Margolis rail against this idea, saying that the grit narrative is blaiming the underprivileged for not succeeding more in schools. The below blog piece does a nice job explaining about the interaction of poverty and the grit narrative.
Teachers who subscribe to this “grit” narrative risk conveying the idea that poverty is caused by poor work ethic. The “grit” narrative presents America as a meritocracy where everyone person has full control over their destiny. The “American Dream” is certainly a seductive idea. It is also little more than a fairy tale for many living in poverty today. Just looking at the few examples of poor minorities who have broken through the barriers of poverty creates a blindspot towards all of the other reasons that make it difficult to break through those barriers. These other reasons desperately need attention – both inside and outside of the school system. I see the “grit” narrative as a classic confusion between correlation and causation. This narrative and other ideas highlight the risks that teachers take if they act purely out of a sense of helpful urgency.
AccessComputing and DO-IT does terrific work. I get the question in the title a lot with MediaComp, since it’s a curriculum that lends itself towards producing just visual or just audio products, while exploring the same computing concepts.
With the increasing demand for computing professionals, it’s important that students with disabilities are included in computing courses. This video includes profiles of successful computing students and professionals who happen to have disabilities. Learn how accommodations, assistive technology, and universal design strategies can make computing courses accessible to students with disabilities.
Runtime: 10:24 minutes
Nathan Ensmenger has not only written a fascinating book about how computing became so male (see book link here), he also maintains a blog that updates the story. The quote and picture below is from a recent post about a recently discovered source that describes women in computing from the 1960’s, back when women were considered better programmers than men. The rhetoric about women being more “sensitive” reminds me of Karen Ashcraft’s plenary talk at NCWIT which I highly recommend (see link here). The story about the Miss USA winner who became a computer programmer is particularly striking.
The Bodony story is not an isolated incident. The book is full of stories from women, and in fact includes an entire chapter devoted to women in computing (“The Equal Sex”). Seligsohn goes so far as to suggest that female programmers are not only equal in ability to men, but superior:
Given a complex customer problem, a female analyst/programmer will often handle the problem better than would her male colleagues with equivalent experience and ability. Not because businessmen are more lenient or show favoritism toward the female of the species, but because the female is often more sensitive to the nuances of a problem and to the complex interpersonal relations that may be part of the problem. In a very real sense, every computer problem with a customer is also a customer relations problem, and this is where feminine tact, insight, and intuition, combining with solid programming and analytical ability, can really pay off for the girl programmer.
Terrific insight from my colleague Charles Isbell. Since school rankings matter so much in faculty hiring, you only have to change things at a few schools to change the field. We could broaden participation in CS PhD’s much more easily than you might think.
Professor Charles Isbell of Georgia Tech delivered an “aha moment” for me. More than 60 percent of the faculty at the top 4, 10, 20, and 25 computer science programs are graduates of one of these same programs. The ranking of one’s PhD institution is a huge factor in hiring—departments hire at their own rank or higher. This is common knowledge, but Charles connected it to diversity. If the very top programs would make a truly concerted effort to increase the participation of women and minorities in PhD programs, the effect would propagate throughout the entire computer science field. Only a few people, those who lead and serve on the PhD admissions committees, can make it happen.
I posted a few weeks about our two Georgia Tech papers at the first ever RESPECT conference (post on Miranda Parker’s paper and post on Barbara Ericson’s paper). The conference itself was great — I expect to see a lot more good things coming out of that conference. (The papers should show up in the IEEE Xplore library soon.)
What I liked about RESPECT was that the focus just on broadening participation in computing issues allowed for greater depth and nuance than at ICER or SIGCSE. The first paper of the day was Representation of Women in Postsecondary Computing 1990-2013: Disciplines, Institutional, and Individual Characteristics Matter by Stuart Zweben and Betsy Bizot. They dove into the differences between women in Computer Science vs. Computer Engineering vs. Software Engineering vs… They all have a depressing downward trend — except for one. Interdisciplinary degrees (like our Computational Media major) are the ones in which representation of women is increasing. (The slide they presented with this graphic was easier to read than the one in the paper, but my picture of the slide is less clear.)
I also found fascinating the paper by Hodari, Ong, Ko, and Smith, Enabling Courage: Agentic Strategies of Women of Color in Computing. They pointed out differences in the experiences of women of color. I was quite surprised at how different they are. (The below graph isn’t in the paper, so you’ll have to make do with my picture of the slide.) That relatively flat red line at the bottom is the percentage of Hispanic or Latina Females in computer science. I found the flatness of that line encouraging. In the last few years, we’ve had a massive rise in enrollment. The fact that the Hispanic/Latina women line is pretty steady means that we must have had a commensurate rise in the numbers of Hispanic/Latina women in CS.
There were a bunch of short papers and lightning talks that left me wanting more detail — which is exactly what they’re supposed to do. The paper Encouraging Online Contributions in Underrepresented Populations by Nacu, Martin, Sandherr, and Pinkard got me thinking about the importance of co-design (involving the target student populations involved in the creation of the classes, like the participatory design methods that Betsy DiSalvo uses) to get buy-in and to insure that the interventions are culturally appropriate.
The RESPECT panels didn’t work as well for me — and I admit to being on one of the two panels. They were more like a bunch of short presentations, and went on too long with little discussion. It’s hard to get panels to work in a research conference. Everybody wants to talk about their thing. Panels work best when there is some disagreement on the panel, and the discussion can help everyone to gain a new perspective.
RESPECT was popular which led to a minor problem. The exemplary paper sessions were packed with all the RESPECT attendees and all the co-located STARS attendees who wanted to hear the great research results! They’re going to need a bigger space next year. That’s a good problem to have for a first time conference.
Nice piece about the Makerspace that Ben Shapiro helped create to draw Haitian girls into STEM. Ben’s quote is great — it’s about changing attitudes and identities, not just teaching tech.
The tools, computers and gadgets in Nedlam’s Workshop might imply that the Makerspace’s main purpose is to teach students technical skills, but that’s just one benefit it provides.
“At the heart of it, it’s not so much about any specific technology as how we can develop kids’ identity as people who can do this kind of stuff,” Shapiro said. “And how we can change the perception of teachers and administrators in the process.”
Demographically, young white males populate most Makerspaces in the United States, but Nedlam’s Workshop is used mostly by Haitian girls–recent U.S. immigrants, many of whom do not speak English fluently, and struggle with traditional classes. Nedlam’s Workshop offers an alternative mode of learning and expression.
Our second RESPECT paper is by Barbara Ericson and Tom McKlin. Barb has been developing this cool intervention based on the Texas-based Advanced Placement Incentive Program (APIP) from AP Strategies (see paper about that work) and Betsy DiSalvo’s Glitch (see blog post here). Barb is offering financial incentives to African American students to encourage them to take advantage of additional learning opportunities (e.g., attend webinars and face-to-face workshops), and then pass the AP CS exam. NMSI has also offered grants to states to replicate the Texas APIP project (e.g., blog post at NMSI).
Barb has published on Project Rise Up 4 CS at SIGCSE (see my blog post on that paper). This new paper, “Helping African American Students Pass Advanced Placement Computer Science: A Tale of Two States,” describes Barb’s efforts to replicate the project in another state, and Tom’s efforts to measure what happened.
The bottomline is that in both states where she tried this, the participants had significant improvements in attitudes towards computing from pre to post. Probably the most important attitude change is that the participants had a significant increase in their perceived ability to pass the exam, and some of the students said that they couldn’t have passed the AP CS exam without Project Rise Up 4 CS. Both states had their highest-ever African American AP CS pass rates, though it would be hard to ever make a causal argument that this is due to Project Rise Up 4 CS.
The significant contribution of the paper is the deep understanding of what the project meant to the students, based on interviews. Students talked about their classes and teachers, what worked in Project Rise Up 4 CS, and how the project helped their confidence and knowledge. Barb used undergraduate students to host the webinars and workshops, who served as “near-peer” mentors and role models for the students. Those near-peer mentors were a critical piece in making Project Rise Up work.
Barb’s paper is being highlighted as one of four “Exemplary” papers at RESPECT.