Computing Must Pay Attention to Outcomes to Achieve Equity

There is a push right now across ACM that is gathering momentum. This push is for increased attention to cultural competency [16] in the training of computing professionals. In fact, the CS202X: ACM / IEEE-CS / AAAI Computer Science Curricula Taskforce [5] has a knowledge area subcommittee devoted to SEP or Society, Ethics, and Professionalism [6]. This subcommittee is currently proposing a new set of student learning outcomes under the heading of Justice, Equity, Diversity, and Inclusion. These new learning foci include the identification of underlying assumptions and values built into system designs and the recognition and description of the impact of diversity and under-representation of identities in the computing profession. The emphasis on underlying values and on describing impacts is not accidental. As many have come to recognize, computing has a legacy of compartmentalizing social concerns [3] (and social costs), and this segregation of intellectual concerns is often facilitated by the distance between those who design [10] and those who experience the impacts of those designs. This new curricular push within ACM and IEEE is about equipping future computer science graduates with the cultural competencies that they need to connect the values informing local design practices to the public impacts of those designs

Cultural diversity · Curriculum · Diversity (politics) · Engineering ethics · Equity (law) · Inclusion (mineral) · Pedagogy · Political science · Public relations · Set (abstract data type) · Social equality · Social justice · Social science · Sociology · Computer Science · Engineering · Ethics and Social Impacts of AI · Information Systems Education and Curriculum Development · Law · Teaching and Learning Programming

• Assessing risk, automating racism

  Open Access•Ruha Benjamin•Science•2019

  Add to list