Gender-Inclusive HCI Research and Design: A Conceptual Review

Stumpf, Simone; Peters, Anicia; Bardzell, Shaowen; Burnett, Margaret; Busse, Daniela; Cauchard, Jessica R.; Churchill, Elizabeth F.

doi:10.1561/1100000056

Cited by 53 publications

(19 citation statements)

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“…This is an argument in favor of focused studies 16 on their individual or aggregate effects in everyday life. Also, we invite the whole development process to be paired with bias-aware research methodology (Havens et al, 2020) and HCI approaches (Stumpf et al, 2020), which can help to operationalize sensitive attributes like gender (Keyes et al, 2021). Finally, MT is not only built for people, but also by people.…”

Section: Conclusion and Key Challengesmentioning

confidence: 99%

Gender Bias in Machine Translation

Savoldi

Gaido

Bentivogli

et al. 2021

Transactions of the Association for Computational Linguistics

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Machine translation (MT) technology has facilitated our daily tasks by providing accessible shortcuts for gathering, processing, and communicating information. However, it can suffer from biases that harm users and society at large. As a relatively new field of inquiry, studies of gender bias in MT still lack cohesion. This advocates for a unified framework to ease future research. To this end, we: i) critically review current conceptualizations of bias in light of theoretical insights from related disciplines, ii) summarize previous analyses aimed at assessing gender bias in MT, iii) discuss the mitigating strategies proposed so far, and iv) point toward potential directions for future work.

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Section: Conclusion and Key Challengesmentioning

confidence: 99%

Gender Bias in Machine Translation

Savoldi

Gaido

Bentivogli

et al. 2021

Transactions of the Association for Computational Linguistics

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“…GenderMag, a method used to find and fix inclusivity bugs, provides a dual lens-gender-and cognitive-diversity-to evaluate workflows. It considers five dimensions ("facets" in GenderMag) of cognitive styles (Table 1), each backed by extensive foundational research [11,61]. Each facet has a range of possible values.…”

Section: Diversity and The Gendermag Methodsmentioning

confidence: 99%

How to Debug Inclusivity Bugs? A Debugging Process with Information Architecture

Guizani,

Steinmacher,

Emard

et al. 2022

Preprint

Self Cite

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Although some previous research has found ways to find inclusivity bugs (biases in software that introduce inequities), little attention has been paid to how to go about fixing such bugs. Without a process to move from finding to fixing, acting upon such findings is an ad-hoc activity, at the mercy of the skills of each individual developer. To address this gap, we created Why/Where/Fix, a systematic inclusivity debugging process whose inclusivity fault localization harnesses Information Architecture(IA)-the way user-facing information is organized, structured and labeled. We then conducted a multi-stage qualitative empirical evaluation of the effectiveness of Why/Where/Fix, using an Open Source Software (OSS) project's infrastructure as our setting. In our study, the OSS project team used the Why/Where/Fix process to find inclusivity bugs, localize the IA faults behind them, and then fix the IA to remove the inclusivity bugs they had found. Our results showed that using Why/Where/Fix reduced the number of inclusivity bugs that OSS newcomer participants experienced by 90%.

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“…Such barriers are cognitive style inclusivity bugs because they disproportionately impact people with particular cognitive styles. They are also gender-inclusivity bugs because the facets capture (statistical) gender differences in how people problem-solve [4,14,17,18,75,80].…”

Section: Background: Gendermag's Facets and Personasmentioning

confidence: 99%

Changing the Online Climate via the Online Students: Effects of Three Curricular Interventions on Online CS Students’ Inclusivity

Letaw

Garcia

et al. 2021

Proceedings of the 17th ACM Conference on International Computing Education Research

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Motivation: Although CS Education researchers and practitioners have found ways to improve CS classroom inclusivity, few researchers have considered inclusivity of online CS education. We are interested in two such improvements in online CS educationbesides being inclusive to each other, online CS students also need to be able to create inclusive technology. Objectives: We have begun developing a new approach that we term "embedded inclusive design" to address both of these goals. The essence of the approach is to integrate elements of inclusive design education into mainstream CS coursework. This paper presents three curricular interventions we have developed in this approach and empirically investigates their efficacy in online CS post-baccalaureate education. Our research questions were: How do these three curricular interventions affect (RQ1) the climate among online CS students and (RQ2) how online CS students honor the diversity of their users in the tech they create?Method: To answer these research questions, we implemented the curricular interventions in four asynchronous online CS classes across two CS courses within Oregon State University's Ecampus and conducted an action research study to investigate the impacts. Results: Online CS students who experienced these interventions reported feeling more included in the major than they had before, reported positive impacts on their team dynamics, increased their interest in accommodating diverse users, and created more inclusive technology designs than they had before. Discussion: These results provide encouraging evidence that embedding elements of inclusive design into mainstream CS coursework, via the interventions presented here, can increase both online CS students' inclusivity toward one another and the inclusivity of the technology these future CS practitioners create.

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Gender-Inclusive HCI Research and Design: A Conceptual Review

Cited by 53 publications

References 0 publications

Gender Bias in Machine Translation

Gender Bias in Machine Translation

How to Debug Inclusivity Bugs? A Debugging Process with Information Architecture

Changing the Online Climate via the Online Students: Effects of Three Curricular Interventions on Online CS Students’ Inclusivity

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