STARS computing corps: Enhancing engagement of women and underrepresented students in computing

Payton, Jamie; Barnes, Tiffany; Buch, Kim; Rorrer, Audrey; Zuo, Haoyi

doi:10.1109/respect.2015.7296495

Cited by 7 publications

(3 citation statements)

References 14 publications

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“…In the computer science domain, researchers and practitioners in CS education have been enhancing underrepresented groups' participation in computational activities to promote diversity and education equity [18], [43]- [49]. Security researchers introduced social good through emphasizing the importance of data privacy in tandem with cyber attacks and a focus on citizen rights and safety [50], [51].…”

Section: B Social Good In Cs Education Security Ai and Sementioning

confidence: 99%

“…Prior research in social work presents theoretical underpinnings of how social good movements can be fueled by a sense of urgency for broad societal changes-bringing in new perspectives along the way [12]. Likewise, in the computer science education field projects with broader societal impacts can also attract a broader range of participation across minority groups [18]. Is that also the case for OSS4SG?…”

Section: Introductionmentioning

confidence: 99%

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Leaving My Fingerprints: Motivations and Challenges of Contributing to OSS for Social Good

Huang¹,

Ford²,

Zimmermann³

2021

2021 IEEE/ACM 43rd International Conference on Software Engineering (ICSE)

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When inspiring software developers to contribute to open source software, the act is often referenced as an opportunity to build tools to support the developer community. However, that is not the only charge that propels contributionsgrowing interest in open source has also been attributed to software developers deciding to use their technical skills to benefit a common societal good. To understand how developers identify these projects, their motivations for contributing, and challenges they face, we conducted 21 semi-structured interviews with OSS for Social Good (OSS4SG) contributors. From our interview analysis, we identified themes of contribution styles that we wanted to understand at scale by deploying a survey to over 5765 OSS and Open Source Software for Social Good contributors. From our quantitative analysis of 517 responses, we find that the majority of contributors demonstrate a distinction between OSS4SG and OSS. Likewise, contributors described definitions based on what societal issue the project was to mitigate and who the outcomes of the project were going to benefit. In addition, we find that OSS4SG contributors focus less on benefiting themselves by padding their resume with new technology skills and are more interested in leaving their mark on society at statistically significant levels. We also find that OSS4SG contributors evaluate the owners of the project significantly more than OSS contributors. These findings inform implications to help contributors identify high societal impact projects, help project maintainers reduce barriers to entry, and help organizations understand why contributors are drawn to these projects to sustain active participation.

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Section: B Social Good In Cs Education Security Ai and Sementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Leaving My Fingerprints: Motivations and Challenges of Contributing to OSS for Social Good

Huang¹,

Ford²,

Zimmermann³

2021

2021 IEEE/ACM 43rd International Conference on Software Engineering (ICSE)

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“…Other papers have described diversity interventions, either by itself or integrated with other trainings, including online courses [5,18], in-person training [7,20], and multi-modal interventions [8,16,24]. Each of them discusses some mix of intervention content and evidence of e ectiveness.…”

Section: Related Workmentioning

confidence: 99%

Lessons Learned from Providing Hundreds of Hours of Diversity Training

Tychonievich

Cohoon

2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

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The past thirty years have seen many advances in our understanding of issues that impede diversity, as well as interventions that can remove or mitigate those impediments. The advances are generally presented in psychology journals and are under-consumed by computing educators, leading to the need for diversity training tailored to said educators. We have hundreds of hours of experience providing diversity training to computing educators, and have learned many lessons about how training should and should not be delivered to engage participants in understanding diversity-impeding forces and implementing interventions to improve the attraction and retention of diverse students. This paper is a collection of those lessons learned. We focus on concrete approaches to presenting material rather than on training organization or content, including a dozen speci c practices that have proven particularly e ective or ine ective in reaching diverse audiences. Examples include how how to avoid o ending participants, how to help experts not lose their audience, how to pace and organize material for maximum impact, how we tie many topics into a single cognitive framework, and how we've learned to handle participant-raised objections. We also include commentary as to why we believe they did or did not work. We also describe possible future research to validate and expand on our observations and a few open questions for diversity training. CCS CONCEPTS • Social and professional topics → User characteristics; Computing education programs; • Applied computing → Education.

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Literature-Based Practices for Designing Female-Inclusive Software Engineering and Computer Science Programs

Kovaleva,

Happonen,

Kindsiko

2024

Lecture Notes in Networks and Systems

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STARS computing corps: Enhancing engagement of women and underrepresented students in computing

Cited by 7 publications

References 14 publications

Leaving My Fingerprints: Motivations and Challenges of Contributing to OSS for Social Good

Leaving My Fingerprints: Motivations and Challenges of Contributing to OSS for Social Good

Lessons Learned from Providing Hundreds of Hours of Diversity Training

Literature-Based Practices for Designing Female-Inclusive Software Engineering and Computer Science Programs

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