“If you are neutral in situations of injustice, you have chosen the side of the oppressor. If an elephant has its foot on the tail of a mouse, and you say that you are neutral, the mouse will not appreciate your neutrality.”
Desmond Tutu
Over the years, I have taught Computer Science subjects to students at various colleges and universities in Malaysia and the UK. During this time, I have observed two significant issues: the underrepresentation of women in the classroom and the challenges faced by students from low socioeconomic backgrounds. For my intervention, I aim to explore how computer science students from diverse backgrounds—considering race, gender, and socioeconomic status—can be better supported and included in my teaching practices.
Below are some key aspects of my teaching context:
- Students: My students generally come from a wide range of backgrounds in Computer Science. Some are complete beginners, starting to learn programming from scratch on their first day at university, while others have been programming since a young age. Some of them, a lack of encouragement to study computing; a lack of familial and other role models in computing and a perceived lack of relevance of computing to a certain group of students.
- Syllabus: Our current curriculum fails to adequately address inclusivity and social justice in computer science. For example, female students often do not see themselves represented in the field and, as a result, do not feel a sense of belonging. Similarly, students from marginalised groups perceive that subject matter experts predominantly come from a particular demographic, making them feel underrepresented and excluded from the study of computer science.
- Resources: Most of the software and hardware available in the university computer lab are licensed and expensive, making it challenging for students to have adequate computer resources at home to practice programming after class. Students with financial constraints often have to stay on campus longer to complete their tasks, which can negatively impact their mental well-being.
By addressing these aspects, I aim to develop a deeper understanding and carefully create interventions that foster a more inclusive and supportive learning environment for all my students. To achieve this, I plan to implement a variety of strategies tailored to students from diverse backgrounds and identities.
Guest Lectures
To inspire and connect with students, I will invite speakers from diverse backgrounds, such as pioneering women in tech, developers from underrepresented minorities, and accessibility experts. Hearing from role models can inspire students and provide relatable success stories. These role models will share their experiences and discuss the applications of social justice in technology, connecting with students in meaningful ways.
Project Focus and Community Engagement Projects
I will design projects that encourage students to develop applications or software addressing social issues faced by marginalised communities. Examples include accessibility tools and educational apps for underprivileged populations. Additionally, I will provide opportunities for students to collaborate with local organisations to tackle these social issues using technology. This approach not only fosters social responsibility but also allows students to apply their skills in real-world contexts, enhancing their learning experience and making a positive impact on the community.
Inclusive Learning Materials
All resources and reading materials will include diverse textbooks, articles, and online resources highlighting the contributions of minorities and women in computer science history. I will ensure that the technology and instructional tools used in the classroom are consistently available and accessible for all students. If curricular materials require regular or daily use of the internet or technology that is not consistently reliable, I will select resources available offline.
Learning Difficulties
To support students with disabilities, I will provide a range of alternative learning resources and accommodations to ensure that all students have equitable access to education and opportunities for success such as screen readers, code completion tools, and extended testing time for exams and quizzes to students who need it.
Financial Barriers
I will explore open-source software options for projects and consider offering financial assistance programs for students who need expensive software licenses. Full-license software can be prohibitively expensive, and many students cannot afford to purchase and install it on their computers. By providing these cost-effective alternatives, students will have accessible options for learning and practising their skills without the need for expensive hardware or software licenses. Using open-source software and tools will allow students to gain valuable hands-on experience with real-world applications, as these alternatives often offer similar functionalities to paid software.
In conclusion, this intervention proposal outlines a holistic strategy for fostering inclusive communities among computer science students from diverse backgrounds. By encouraging students to engage openly and share their unique identities, the goal is to create a supportive and inclusive learning environment. This approach aims to ensure that all students can thrive academically and personally, benefiting from the rich variety of perspectives and experiences their peers bring. Through these efforts, the classroom will become a space where diversity is celebrated, and every student has the opportunity to succeed and contribute meaningfully.
References:
Aswathi, P., and Mohamed Haneefa, K. 2022. ”Bridging the Digital Divide among Students” Journal of Knowledge & Communication Management, Volume 5, Number 1, April 2015, pp. 42-52. Available from: https://www.researchgate.net/publication/281581661_Bridging_the_Digital_Divide_among_Students [accessed May 27 2024].
W. Aspray and A. Bernat, 2022 “Recruitment and retention of underrepresented minority graduate students in computer science,” in Report on a workshop by the Coalition to Diversity Computing, 2000
C. Frieze, 2005 “Diversifying the images of computer science: undergraduate women take on the challenge!” in Proceedings of the 36th SIGCSEtechnical symposium on Computer science education, pp. 397–400.
G. M. Walton and G. L. Cohen, 2007.“A question of belonging: race, social fit, and achievement.” Journal of personality and social psychology, vol. 92, no. 1, p. 82.
M. Mejias, et al. 2022. “A Social Justice Approach to Computer Science Research and Black Undergraduate Students”. Conference: 2022 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT).
Denner, J., & Campe, S., 2018. “Equity and inclusion in computer Science education”. In S. Sentence, E. Barendsen, & C. Schulte (Eds.), Computer science education: Perspectives on teaching and learning in school (pp. 189–206). Bloombury.
Flynn, W., & Haberman, A., 2018. “Low stakes, no stakes: Formative classroom assessment techniques”. Teaching, Learning & Assessment, 27. https://digscholarship.unco.edu/tla/27
Vandenberg, S., Small, S. G., Fryling, M., Flatland, R., & Egan, M., 2018, February 21-24.” A summer program to attract potential computer science majors” [Paper presentation]. Proceedings of the 49th ACM technical symposium on computer science education, Baltimore, MD, United States.