Understanding Perceptions of Race Among Computer Science Undergraduates (2024-2025)
Background
Computer science (CS) is overwhelmingly dominated by white and Asian, able-bodied, middle- to upper-class cisgender men. Effects of this lack of diversity are evident in academic and workplace cultures and biased, harmful technologies that negatively impact nondominant identities (e.g., facial recognition, predictive policing, healthcare and financial software). In CS, this racial “othering” is apparent through not only biased technologies but also courses, departments and organizational cultures.
The lack of diversity in CS arises in part from the marginalization of non-dominant identities through coursework and department cultures and an assumption of neutrality in tech that erases lived experiences. This “othering” leads to dual harms of invisibility and hypervisibility for underrepresented groups.
Events in 2020, including the COVID-19 pandemic and the national spotlight on systemic racism, highlighted how excluding conversations about systemic racism and white supremacy from CS contributes to real harm against marginalized people’s lives and livelihoods. Greater diversity and inclusion are needed to make CS education and tech workforces more equitable and develop ethical, unbiased technologies.
Project Description
Building on the work of the 2023-2024 project team, this team will aim to understand how undergraduate computer science students, both inside and outside of the U.S., conceptualize, perceive and experience race within their university departments. Team members will be divided into subteams working on quantitative and qualitative data.
In the quantitative subteam, team members will analyze data from previously administered surveys on student perceptions of race in their own CS departments. In the qualitative subteam, students will conduct semi-structured interviews with about 100 undergraduate students, delving into their conceptualizations, attitudes and personal experiences related to race. The project team will use a variety of techniques, such as phenomenographic analysis, thematic analysis and content analysis, to identify key patterns and insights from both sets of data.
Throughout the project, team members will have the opportunity to work and interact with leading researchers who are defining the field at the intersection of CS and race. All team members will complete a review of background material on race, racism, white supremacy and technology bias/harm from a predefined set of books, journal or conference papers, and podcast episodes. The project team will also be asked to attend the Race Workshop, a student-run workshop (originally organized by Eduardo Bonilla-Silva) that meets throughout the academic year and features speakers from across the country conducting research on race.
Anticipated Outputs
Evidence of how the inclusion/exclusion of race in undergraduate CS departments impacts student and professional experiences; conference presentations; manuscript for publication; preliminary research for future grant proposals
Student Opportunities
Ideally, this project team will include 2 graduate students and 4 undergraduate students with majors in computer science, anthropology, sociology, psychology, gender, sexuality and feminist studies, and/or African and African American Studies. Applicants should have strong programming and critical thinking skills and ideally some coursework or research experience in the social sciences.
By participating in this project team, students will acquire essential skills in qualitative and quantitative research including instrument development and revision, data collection and analysis, and publication. They will be exposed to opportunities centered around race, diversity and responsible technology. For conference presentations, students will be funded to attend and present research results.
A graduate student will be selected to serve as project manager. Some students may have the opportunity to travel to Montreal, Canada in Summer 2025 to present the team’s research findings.
Timing
Fall 2024 – Summer 2025
- Fall 2024: Analyze data collected during the 2022-2023 and 2023-2024 academic years; revise and distribute qualitative and quantitative data collection instruments
- Spring 2025: Develop and submit manuscript
- Summer 2025 (optional): Attend the American Society for Engineering Education conference in Montreal, Canada
Crediting
Academic credit available for fall and spring semesters; summer funding available
See earlier related team, Understanding Undergraduate Computing Student Perceptions of Race (2023-2024).
Image: At the 2023 Fortin Foundation Bass Connections Showcase, by 2022-2023 project team