计算机教育研究中的性别二元超越

Julie M. Smith
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引用次数: 0

摘要

数学家Eugenia Cheng为思考女性在STEM中代表性不足的问题提供了一个新的框架。Cheng的方法基于她的研究领域——范畴理论,这导致了她的建议,即我们不关注性别二元,而是将每个人视为一个连续体,从“国会”(即专注于相互依存)到“侵入”(专注于独立)。这张海报的目的是通过关注三个主要问题来考虑程的框架在计算教育中的应用:如果我们将计算教育研究建立在这个框架上,那会是什么样子?我们会得到什么,又会失去什么?Cheng的框架应用于计算机教育研究,将改变在考虑参与者性别的干预中使用的方法。因此,Cheng的框架的收获包括一种研究、分析和实施计算机科学教育干预的方法,以改善不具体化性别二元和(进一步)边缘化非顺性学生的代表性。然而,采用Cheng的框架会产生一些障碍,包括需要一种有效的工具来评估连续体的位置。该框架很可能无法纠正代表性不足的问题。尽管如此,Cheng的框架,特别是它能够包容所有学生,无论性别认同,作为计算机教育的一种工具值得考虑,尤其是因为它暗示了一种与现状形成对比的可能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Beyond the Gender Binary in Computing Education Research
Mathematician Eugenia Cheng offers a fresh framework for thinking about the problem of the under-representation of women in STEM. Cheng’s approach is grounded in her research field, category theory, which leads to her proposal that instead of focusing on a gender binary, we instead consider each person as being on a continuum from “congressive” (that is, focused on interdependence) to “ingressive” (focused on independence). The purpose of this poster is to consider the application of Cheng’s framework to computing education by focusing on three main questions: If we base computing education research on this framework, what might that look like? What might we gain, and what might we lose? Cheng’s framework applied to computing education research would change the methodology used in interventions that consider the participants’ gender. Gains from Cheng’s framework therefore include a way to research, analyze, and implement interventions in computer science education to improve representation that do not reify the gender binary and (further) marginalize non-cis-gendered students. However, adopting Cheng’s framework would create several hurdles, including the need for a valid instrument to assess placement on the continuum. And the framework may well fail to rectify the problem of under-representation. Nonetheless, Cheng’s framework, particularly in its ability to include all students, regardless of gender identity, is worth considering as a tool in computing education, not the least because it suggests a possible contrast to the status quo.
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