teaching all ambareen siraj department of computer science [email protected]
TRANSCRIPT
Teaching ALLWhat does it mean?
Reaching out to ALL
Regardless of their group
Not be unconsciously biased in teaching Rather practice equitable teaching
Members of all groups share the same opportunities and the same constraints with full participation [adapted from 1]
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Why Diversity Matters
Diversity empowers
“The diverse group almost always outperforms the group of the best by a substantial margin.” [1]
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Problem [Adapted from 2]
Loss of individual potential among
members of different groups
Differential treatment of
members of different groups
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Actual differences in different groups’ roles,
jobs, behaviors
Assumptions about different groups’ roles,
jobs, behaviors
Assumptions Expectations Experience PerformanceSkill
Solution [Adapted from 2]
Increased individual achievement among members of different
groups
Equitable treatment of
members of different groups
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Reduced differences in different groups’
roles, jobs, behaviors
Reduction in stereotyped
assumptions about different groups’ roles,
jobs, behaviors
Assumptions Expectations Experience PerformanceSkill
Forms of Bias [2,3]
In Curricular Materials
Stereotyping Assigning traditional and rigid roles/attributes to groups
Invisibility
Underrepresenting certain groups
Imbalance/selectivity Presenting only a limited perspective
Linguistic bias Reflecting discriminatory words, lack of parallel terms
Unreality Avoiding controversial topics in the real world
Fragmentation/Isolation Separating debatable issues from main issues
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Forms of Bias [2,3]: Book Example of Invisibility and StereotypingWord problems in Math books involving males and females
MalesBuying model car and plane
Painting (2 times)
Walking (4 times)
Making map
Experimenting
Making paper chain
Losing weight
Riding bike
Running race
Swimming
Using calories (2 times)
Driving truck
Buying land (2 times)
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FemalesPlanting
Planning
Working for her father
Drinking
Working
Making paper chain
Gaining weight
Growing taller
Running race
Missing questions
Driving boys home
Forms of Bias [2]: Example of Fragmentation/IsolationContent in a Social Research book
TopicsThe Economy
New Space Explorations
Contributions of Contemporary Women
Domestic Politics
Foreign Policy Decisions
Scientific Achievements
Energy Crisis
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Forms of Bias [2]: Example of Imbalance/Selectivity
Women were given the vote as a reward for their work in World War I.
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Forms of Bias: Exercise
Jane uses the given recipe for making 1 batch of cookies that serves 6 boys. John buys the groceries according to the grocery list that Jane makes. Write a program which uses a given recipe, asks the user how many boys to serve, computes the amounts of items needed, and then prints the grocery list accordingly for John.
Is bias present?
What kind:
Revise:
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Creating Gender Balance through Gender Fair LanguageAvoid exclusionary forms: Examples
If a student turns in code before the due date, he will earn 10 bonus points for the assignment.
If you think you are the best man for the team leader job, please volunteer yourself.
The team leader would man the controls of project activities and delegate tasks to other members.
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Creating Gender Balance through Gender Fair LanguageChoose inclusionary alternatives: Examples
If a student turns in code before the due date, he or she will earn 10 bonus points for the assignment.
If you think you are the best person for the team leader job, please volunteer yourself.
The team leader would take charge of project activities and delegate tasks to other members.
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If a student turns in code before the due date, he will earn 10 bonus points for the assignment.
If you think you are the best man for the team leader job, please volunteer yourself.
The team leader would man the controls of project activities and delegate tasks to other members.
Gender Sensitive OR Not?
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Y/N Landlord ProprietorAdulthood Worker Career woman ProfessionalWaitress ServerFaculty wife Faculty spouseFlight attendant
Freshman First-year student
Brotherhood Community
Mother tongue Native language
Ancestors
Man made Machine-made
Expert
All men are created equal We are all created equal
Best man for the job Best person for the job
Boys will be boys Kids will be kids
Every man for himself Everyone for themselves
Gentleman’s agreementHonorable/informal agreement
Uncle Sam wants youUS Government wants you
Avoiding Gender Sensitive Language
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The ladies in the Parent Teacher Organization will meet the girls in the office. The women in the Parent Teacher Organization will meet
the women in the office.
Calculate how much money is spent by Mr. Conners and his wife at the end of the day. Calculate how much money is spent by Mr. and Mrs.
Conners at the end of the day. The lady doctor treated the patient.
The doctor treated the patient.
Exercise: Identify and Revise
Open the text file (provided with this assignment) runners.txt. The first line contains an integer indicating how many records are in the file. Each subsequent line contains information about an athlete. An athlete’s information consists of his name, distance raced, and time to finish (all separated by a space). A sample file is shown below.
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Douglas 6000 909.10
Tim 5000 872.32
Jacob 1000 223.22
Read the first line of the file.
Display the number of records found in the file.
Dynamically create an array of object (using pointer notation) of type Athlete (The number of element in the array should be equal to content of the first line of the file.)
Read the subsequent lines and initialize the athlete objects using the member function setValues. Each athlete should have his name, distance raced and the time to finish. Use ARRAY notation to traverse through the array of objects.
Display objects using the member function displayAthlete. Use POINTER notation to traverse through the array of objects.
Finally, calculate the winner and display his name starting with the text “And the winner is Mr.”.
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Stereotypes
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Avoiding Stereotypical Notion of Roles
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Research scientists often don’t have time for their wives and children.
Research scientists often don’t have time for their families.
The program should ask the nurse for her password before giving access to patient data. The program should ask the nurse for his or her
password before giving access to patient data.
Mothering a child is not an easy thing to do. Parenting a child is not an easy thing to do.
Gender Stereotypical ExpectationsResearch shows: Frequent Adjectives Used for Describing Good Students:
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MalesActive
Adventurous
Aggressive
Assertive
Curious
Energetic
Enterprising
Frank
Independent
Inventive
FemalesAppreciative
Calm
Conscientious
Considerate
Mannerly
Poised
Sensitive
Dependable
Efficient
Obliging
Mature
Thorough
Interaction Patterns [2,3]
Active Teaching Pattern: Teachers give males more positive, active teaching
attention
Evaluation Pattern: Teachers give males more verbal praise Teachers criticize males more for rules and regulations Teachers criticize females more for intellectual
inadequacy
Disciplinary Pattern:• Teachers reprimand males more (mostly for
inappropriate classroom behaviors)
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Research shows:
Praise and Criticism [2]
Research shows:
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0102030405060708090
100
Male
Female
For Intellectual Quality For Following Rules
PRAISE
For Intellectual Inadequacy For Failure to Obey Rules
CRITICISM
0
10
20
30
40
50
60
70
80
90
100
Male
Female
Wrong Way/Right Way
Giving minimal wait time for Q/A Extended wait time for Q/A Probing same group of enthusiastic students “Managing” enthusiastic hand raisers and probing
others/alternating reporters Let “shy” ones be shy Reaching out to the shy ones. Permitting “speaking/talking” over Managing situations where one speaks over another
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Intelligence can be Nurtured [5-8]
Research shows:
Environment plays a major role in development
Fixed mindset can hinder learning
Growth mindset can enhance learning
Prolonged and repeated deliberate practice
can improve performance
Overcoming stereotype vulnerability improves performance gaps between ethnic/gender
groups
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Gender Equitable Practices [2-4]
Hold high expectations of all students.
Value intellect rather than appearance.
Praise, encourage, and respond to contributions of females and males equally and fairly.
Establish collaborative groups composed of both males and females.
Establish rules for participation.
Rotate responsibilities.
Use examples of females in roles traditionally held by male and vice versa.
Establish peer support group.
Avoid and discourage comments or humor that demean or stereotype males or females.
Analyze curricular material for bias and supplement, if needed.
Diversify classroom resources.
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Computer Science (CS) Stereotypes
Computer Scientists are nerds.
CS students are geeks.
CS people have a computer gene.
CS material is hard to learn.
CS students have no social life.
CS environments are unexciting.
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Dealing with CS Stereotypes
Changing tools, techniques
Changing perceptions with role models
Changing environment or perception of environment ..• Environment with ambient belonging [9]
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Sense of Environment
26 http://depts.washington.edu/sibl/Publications/Debunking%20Stereotypes%20Brochure%20%28teacher%29.pdf
Teaching ALL
Being conscious about unconscious bias
Being cautious about interaction patterns
Debunking stereotypical notions
Being aware of cultural differences
Being equally sensible and fair to all
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References
1. Lu Hong and Scott Page, Proceedings of the National Academy of Sciences, (2002)
2. Sadker, David., Sadker, Myra, 1982, Sex equity handbook for schools, Publisher: Longman.
3. Sadker, David, Ed. 1990, “Gender Equity in the Classroom”, Writer/Producer: Mary Makley
4. National Council of Teachers of English (NCTE), 2002. “Guidelines for Gender-Fair Use of Language”, http://www.ncte.org/positions/statements/genderfairuseoflang (Accessed July. 3, 2011)
5. Nisbett, Richard, 2009, Intelligence and How to Get It: Why Schools and Cultures Count, W. W. Norton Publishers.
6. Carol Dweck, 2007, Mindset: The New Psychology of Success, Ballantine Books,
7. Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans. Journal of Personality and Social Psychology, 69(5), 797-811.
8. Ericsson, K. A. (2008). Attaining excellence through deliberate practice: Insights from the study of expert performance. In M. Ferrari (Ed.), The pursuit of excellence in education. Hillsdale, N.J.: Erlbaum.
9. Sapna Cheryan, Victoria C. Plaut, Paul G. Davies, Claude M. Steele. Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology 2009; 97(6): 1045-1060.
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Web Resources
http://www.youtube.com/watch?v=TYwI-qM20x4&feature=youtu.be
http://www.youtube.com/watch?v=ASDzcvyatgw&feature=youtu.be
http://www.ncte.org/positions/statements/genderfairuseoflang
http://www.asha.org/docs/html/GL1993-00200.html
http://www2.edc.org/WomensEquity/pdffiles/sciguide.pdf
http://www.reducingstereotypethreat.org/
http://sibllab.blogspot.com/
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Questions
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