新团队团队融合研讨会_行程报告：2020年软件开发人员多样性与融合研讨会
新團隊團隊融合研討會
Last Thursday, a tweet floated across my timeline with an invitation: “On Monday, August 17th, we’re having a virtual workshop on Software Developer Diversity and Inclusion Research. Join us, won’t you?”
上周四，一條邀請函在我的時間軸上浮動： “ 8月17日，星期一，我們將舉辦有關軟件開發(fā)人員多樣性和包容性研究的虛擬研討會。 加入我們，不是嗎？ ”
Following the accompanying link, I found out about the second annual Workshop on Software Developer Diversity and Inclusion (SDDI 2020). With a self-stated goal of “rais[ing] awareness about developer diversity and inclusion challenges faced by industry today” and a public attendee list of software engineering and human-computer interaction researchers I’d heard about and read work from, this seemed like a great opportunity. On top of that, it was free to attend and open to all through virtual participation! I signed up, looking forward to Monday.
通過隨附的鏈接 ，我發(fā)現(xiàn)了第二屆年度軟件開發(fā)人員多樣性和包容性研討會(SDDI 2020) 。 我的目標是“提高人們對當今行業(yè)面臨的開發(fā)人員多樣性和包容性挑戰(zhàn)的意識”，并公開聽取了我聽說過并從中讀過的軟件工程和人機交互研究人員的清單。很好的機會 最重要的是，它可以免費參加并通過虛擬參與向所有人開放！ 我簽約了，期待著星期一。
第一天：對話與討論 (Day 1: Talks and Discussion)
The first day of the workshop consisted of a series of short (~10–15min) talks from researchers and practitioners with accompanying live Q&A afterward. There were a few keynotes in there as well. The workshop’s #questions4speakers Slack channel provided an interesting stream-of-consciousness-esque view into attendees’ thoughts and reactions alongside each talk, with participants both posting questions and linking to resources for others to use.
研討會的第一天由研究人員和從業(yè)人員進行了一系列簡短的演講(???10-15分鐘)，隨后進行了現(xiàn)場問答。 那里也有一些主題演講。 研討會的＃questions4speakers Slack頻道提供了一種有趣的意識流式視圖，使與會者可以在每次演講的同時了解他們的想法和React，與會人員可以發(fā)布問題并鏈接到其他人可以使用的資源。
40是新的60？ 大眾媒體如何描繪舊軟件開發(fā)人員的就業(yè)能力-Alexander Serebrenik (Is 40 the new 60? How popular media portrays the employability of older software developers — Alexander Serebrenik)
Alexander presenting a graph of strategies and factors that can influence “older” developers’ perceived or actual employability, on both the individual or company sides.亞歷山大展示了可能影響個人或公司方面“較老”開發(fā)人員的感知或實際就業(yè)能力的戰(zhàn)略和因素圖。Due to some A/V issues on my end, I wasn’t able to catch the first talk of the day live. However, all of SDDI’s talks this year were prerecorded and uploaded to YouTube, so I caught up on Alexander’s talk during the mid-day break.
由于我的A / V問題，我無法直播當天的第一場演講。 但是，今年SDDI的所有演講都已預先錄制并上傳到YouTube，所以我在中午休息時趕上了Alexander的演講。
Ageism in tech is one bias that lurks beneath the field, but up to this point it hasn’t received as much attention as, for instance, sexism or racism in the industry. Alexander and his team collected publications from popular media outlets like Medium and TechCruch to see what kinds of common themes arose in public discourse around age and the software industry. They found a number of strategies suggested to increase “older” workers’ employability in what turned out to be a largely young-coded field, ranging from different hiring emphases for workers in different age groups on the company side, to practices like specializing and adopting “youthful behaviors” on the individual side (which included detrimental practices like working late and working weekends). Notably, Alexander’s team found that many of these articles defined “old” as 40 years or older, which is well below retirement age in most industrialized countries. Overall, this was a fascinating look into the way ageism perpetuates not just within tech companies, but in the discourse around them as well — which likely influences who applies for those jobs in the first place. A preprint of Alexander et al.’s work can be found here.
技術中的年齡歧視是潛伏在該領域之下的一種偏見，但是到目前為止，它還沒有像行業(yè)中的性別歧視或種族主義那樣受到廣泛關注。 亞歷山大和他的團隊從Medium和TechCruch等受歡迎的媒體那里收集了出版物，以了解在年齡和軟件行業(yè)周圍的公眾討論中出現(xiàn)了哪些共同主題。 他們發(fā)現(xiàn)了一些建議提高“老年”工人就業(yè)能力的策略，這些策略在很大程度上是年輕的領域，從公司方面針對不同年齡段的工人的不同招聘重點到專門化和采用個體方面的“青少年行為”(包括有害的行為，例如上班晚和周末工作)。 值得注意的是，亞歷山大(Alexander)的團隊發(fā)現(xiàn)，其中許多文章將“老”定義為40歲或40歲以上，這遠低于大多數(shù)工業(yè)化國家的退休年齡。 總體而言，這是對年齡歧視不僅在科技公司內部，而且還在圍繞它們的討論中永存的方式的迷人觀察-這很可能首先影響那些申請這些職位的人。 亞歷山大等人的著作的預印本可以在這里找到 。
軟件變更理論— Ayushi Rastogi (A Theory of Software Change — Ayushi Rastogi)
Ayushi’s model for the theory of software change, highlighting how each factor interacts with change.Ayushi的軟件變更理論模型強調了每個因素如何與變更相互作用。Ayushi presented her process theory of the factors which influence software change on GitHub, which she mentioned was intended to be a representation of the world as it was, not necessarily a prescriptive theory of what the world *should* be. By reviewing literature on the nature of GitHub pull requests and related workflows, Ayushi found six main factors that relate to software change: Available unit changes, the existing codebase, the community, existing governance, tools and technology available, and the overall ecosystem in which the software exists. During Q&A, attendees brought up some of the tensions that might impact these factors (such as if the community and the governing authority have conflicting goals) and what that might mean for making meaningful software change. This work is ongoing, and Ayushi is currently refining this theory by soliciting feedback from developers and researchers.
Ayushi在GitHub上介紹了影響軟件變更的因素的過程理論，她提到該過程理論原意是要代表世界，而不一定是世界應該是什么的說明性理論。 通過審查有關GitHub拉取請求和相關工作流的性質的文獻，Ayushi發(fā)現(xiàn)了與軟件變更有關的六個主要因素：可用單元變更，現(xiàn)有代碼庫，社區(qū)，現(xiàn)有治理，可用工具和技術以及其中的整體生態(tài)系統(tǒng)。該軟件存在。 在問答環(huán)節(jié)中，與會者提出了一些可能會影響這些因素的緊張關系(例如，如果社區(qū)和管理機構的目標相互矛盾)，以及進行有意義的軟件更改可能意味著什么。 這項工作正在進行中，Ayushi目前正在通過征求開發(fā)人員和研究人員的反饋來完善這一理論。
我們如何在我們的在線教材中包括歐盟無障礙指令？ —伊塔·理查森(Ita Richardson) (How can we include the EU Accessibility Directive in our on-line teaching materials? — Ita Richardson)
The first five of Ita’s 21 questions for educators distilled from the EU Accessibility Directive.Ita針對教育工作者的21個問題中的前五個問題是從“歐盟無障礙指令”中提煉出來的。Now that most institutions are teaching online, creating accessible materials becomes incredibly important for equitable remote learning. The European Union put out a 152-page Accessibility Directive for remote learning that mandates certain accessibility features be integrated into educational materials (lectures, assignments, etc.). Ita’s team distilled this document into a set of 21 questions for educators to audit their materials with, in order to hopefully support better compliance with the directive. Ita pointed out that some of the questions were simply traditional usability concerns for software interfaces (e.g. “Is there something in place to notify users when making a change in the user interface?”, and another about error prevention). Others were more targeted at particular disabilities and conditions that could present barriers to learning if overlooked.
現(xiàn)在，大多數(shù)機構都在在線教學，因此，創(chuàng)建可訪問的材料對于公平地進行遠程學習變得異常重要。 歐盟針對遠程學習發(fā)布了152頁的無障礙指令，該指令要求將某些可訪問性功能集成到教育材料(講座，作業(yè)等)中。 Ita的團隊將該文檔提煉為21個問題，供教育工作者審核其材料，以期希望能更好地遵守該指令。 Ita指出，其中一些問題只是軟件界面的傳統(tǒng)可用性問題(例如“在更改用戶界面時是否有地方要通知用戶？”，以及另一個有關錯誤預防的問題)。 其他人則更多地針對特定的殘疾和條件，如果忽視這些條件可能會給學習帶來障礙。
During Q&A, I asked Ita’s opinion about the best ways to balance accessibility with student engagement for remote learning. Methods of teaching that use more active learning styles often rely on synchronous student engagement, which in the COVID-19 era has translated into video chats over platforms like Zoom or Google Meet. However, this can present barriers to students that don’t have constant reliable Wi-Fi or electricity (as at least five of my forty students struggled with during spring quarter), not to mention concerns about real-time accessible audio or video. Ita, who’s done some work on techniques like Problem-Based Learning, suggested structuring classes around smaller synchronous student groups that meet together to work on activities. She also noted that flexibility on educators’ parts is key in the time of remote learning — doing what’s best for your students’ learning should supersede any generalized recommendations.
在問答環(huán)節(jié)中，我詢問了Ita的觀點，即在可訪問性與遠程學習的學生參與之間取得最佳平衡的最佳方法。 使用更積極的學習方式的教學方法通常依賴于同步的學生參與度，在COVID-19時代，這種參與已轉化為通過Zoom或Google Meet等平臺進行的視頻聊天。 但是，這可能給沒有持續(xù)可靠的Wi-Fi或電力的學生(因為我的四十名學生中至少有五名在Spring學期中苦苦掙扎)構成障礙，更不用說對實時音頻或視頻的關注了。 Ita在基于問題的學習等技術上做過一些工作，他建議圍繞較小的同步學生群體構建課程，這些學生聚會在一起以開展活動。 她還指出，在遠程學習期間，教育者的靈活性是關鍵-做到最好的是讓學生學習，應該取代任何一般性的建議。
主題演講：多樣性與異質性—彪翔 (Keynote: Diversity and Heterogeneity — Biao Xiang)
Biao’s keynote began by discussing the undercurrents of structural racism through the lens of the recent upswing of Black Lives Matter activity in the wake of George Floyd and others’ murders at the hands of police. Biao drew parallels to structural inequities that discriminated against groups of people in other countries and other times. He noted that even the recognition of diversity often unsettles these entrenched structures (which are often predicated on assumptions of homogeneous majority populations), which can disenfranchise and drive out those who hold minortized identities. Biao raised three “D” concepts throughout his talk — diversity, differentiation (of stakeholder groups and their goals/actions), and divide (between ideologies that drive what kinds of software gets developed). At the end of his talk, Biao challenged us to do three things:
彪的主題演講首先是通過喬治·弗洛伊德(George Floyd)和其他人在警察手中謀殺后，最近黑人生活問題活動的增加來討論結構性種族主義的暗流。 彪與在其他國家和其他時間歧視人群的結構性不平等現(xiàn)象相似。 他指出，即使對多樣性的認可也常常使這些根深蒂固的結構(通常以同質多數(shù)人口的假設為基礎)動蕩不安，這些結構可能剝奪公民權，并驅逐擁有少數(shù)身份的人。 彪在整個演講中提出了三個“ D”概念-多樣性，差異化(利益相關者群體及其目標/行動)和分化(在驅動開發(fā)哪種軟件的意識形態(tài)之間)。 演講結束時，彪向我們挑戰(zhàn)了要做三件事：
股權工程：影響與機遇— Dominique Wimmer (Equity Engineering: Impact & Opportunity — Dominique Wimmer)
Domnique presenting the Equity Engineering team’s goals: Dismantle systemic bias in engineering globally; Empower and drive access to the tech industry at large; Share findings with open source to promote universal equitable frameworks.Domnique介紹了Equity Engineering團隊的目標：消除全球工程學中的系統(tǒng)性偏見； 增強并推動進入整個技術行業(yè)； 與開源共享發(fā)現(xiàn)，以促進普遍的公平框架。Dominique introduced us to the Equity Engineering team at Google, sharing their goals and processes for ensuring that products can be used by as many diverse users as possible with the result of equitable outcomes. The team starts with User Experience (UX) research that prioritizes the most marginalized users first (with a focus on racial and gender diversity). Additionally, the Equity Engineering team tries to build what they call “equity fluency” across different departments within the company, with efforts to teach and train technologists who can effectively put these ideas into concrete action. Dominique highlighted that the team’s efforts involved not only the developers and designers, but also human resources and hiring practices, since creating inclusive technology requires a diverse group of employees and a supportive company culture. The team subscribes to the philosophy “Don’t build for everyone. Build with everyone.”, which means including users who are the most unlike the development team in all stages of design and development and centering marginalized voices. Dominique was optimistic that while change wouldn’t happen overnight, concerted efforts like these could start to change the culture of software development to be more inclusive and welcoming to folks of all genders, cultures, races, abilities, backgrounds, and experiences.
Dominique向我們介紹了Google的Equity Engineering團隊，與他們分享了他們的目標和過程，以確保盡可能多的不同用戶使用產(chǎn)品并獲得公平的結果。 該團隊從用戶體驗(UX)研究開始，該研究優(yōu)先考慮最邊緣化的用戶(重點關注種族和性別多樣性)。 此外，Equity Engineering團隊嘗試在公司內各個部門之間建立所謂的“股權流利度”，并努力教育和培訓能夠有效地將這些想法付諸實際行動的技術人員。 Dominique強調說，團隊的工作不僅涉及開發(fā)人員和設計師，還涉及人力資源和雇用實踐，因為創(chuàng)造包容性技術需要多樣化的員工群體和支持公司的文化。 團隊秉承“不要為每個人打造”的理念。 與所有人一起構建。”，這意味著在設計和開發(fā)的各個階段，以邊緣化聲音為中心，包括與開發(fā)團隊最不同的用戶。 Dominique樂觀地認為，雖然變革不會一overnight而就，但通過這些類似的努力，可以開始改變軟件開發(fā)的文化，使其更具包容性，并歡迎所有性別，文化，種族，能力，背景和經(jīng)驗的人們。
同理心，機會和無障礙設計中的包容性：來自本科CS教育的視角-Stephanie Ludi (Empathy, Opportunity and Inclusion in Accessible Design: A perspective from undergraduate CS education — Stephanie Ludi)
Stephanie’s findings on student perceptions of accessibility as they reached the end of their programs: Accessibility is often “tagged onto” a project rather than integrated in; Accessibility is usually ignored unless it’s an explicit requirement; Short term knowledge gains don’t seem to transfer to later courses; Empathy to user needs is often lacking.斯蒂芬妮(Stephanie)在學生到達課程結束時對他們對可訪問性的看法的發(fā)現(xiàn)：可訪問性通常被“標記”在一個項目上，而不是被整合到其中； 除非明確要求，否則通常會忽略可訪問性。 短期知識的收獲似乎并沒有轉移到以后的課程中。 通常缺乏對用戶需求的共鳴。After a short break, Stephanie presented her work on teaching undergraduates the skills they needed to design and develop accessible software. As most folks in the HCI education space know, teaching and learning these skills is difficult. Stephanie discussed some findings from a recently-wrapped-up four year longitudinal study of students who took courses which involved an emphasis on accessible software development early on in their undergraduate educations. Unfortunately, interviews with these students two or three years later revealed that students tended to ignore or devalue accessibility concerns in their final capstone project unless it was explicitly incentivized by the grading scheme, suggesting any attitude changes toward accessible development didn’t stick in the long term. Stephanie closed her talk with some recommendations for teaching accessibility concepts:
短暫休息后，斯蒂芬妮介紹了她的工作，向大學生教授設計和開發(fā)可訪問軟件所需的技能。 正如HCI教育領域的大多數(shù)人所知道的那樣， 教和學這些技能很困難 。 Stephanie討論了一項最近進行的為期四年的縱向研究的一些發(fā)現(xiàn)，這些研究對參加課程的學生進行了重點研究，這些課程在他們的本科教育初期就強調了可訪問軟件的開發(fā)。 不幸的是，在兩三年后對這些學生的采訪顯示，學生往往在最終的頂峰項目中忽略或貶低對可訪問性的關注，除非它受到分級計劃的明確激勵，這表明對可訪問性發(fā)展的態(tài)度變化不會長期持續(xù)下去。術語。 斯蒂芬妮在演講結束時提出了一些教學無障礙概念的建議：
The Q&A for Stephanie’s talk was lively, with questions on topics ranging from teacher expertise, to embedding accessibility concepts throughout the curriculum, to how we might promote empathy with diverse user groups in a way that persists when they enter industry.
Stephanie演講的問答環(huán)節(jié)非常生動，涉及的話題包括教師專業(yè)知識，在整個課程中嵌入可訪問性概念，以及我們如何在進入行業(yè)時以持續(xù)的方式促進對不同用戶群體的同情。
At this point I had to step away for some other meetings, which took up a bit more of my afternoon than I expected, so I couldn’t make a good chunk of the afternoon talks. Even the titles looked intriguing, so I’m sorry to have missed them!:
在這一點上，我不得不辭職參加其他會議，這比我預期的下午時間要多得多，所以我不能在下午的談話中花很多時間。 即使標題看起來也很有趣，所以很抱歉錯過它們！：
Predicting Developers’ Negative Feelings about Code Review — Carolyn Egelman
預測開發(fā)人員對代碼審查的負面感覺 — Carolyn Egelman
Investigating Bias in Code Review using Medical Imaging and Eye-Tracking (and A Summary of Diversity Work at UM) — Yu Huang
使用醫(yī)學成像和眼動追蹤調查代碼審查中的偏見(以及UM的多元化工作摘要) — Yu Huang
Keynote: What I learned from 6 years of building CodeNewbie — Saron Yitbarek
主題演講：我從CodeNewbie的6年構建中學到了什么 — Saron Yitbarek
Experiences Running a D&I Program at ASE 2019 — Andrew Begel
在ASE 2019上運行D＆I程序的經(jīng)驗 -Andrew Begel
Conducting Covert x Overt Inclusion Research—Denae Ford [accompanying paper here]
進行隱性x公開包容性研究-丹娜·福特[ 此處為隨附文件 ]
One upside of the workshop’s virtual format is that the talks were largely pre-recorded, and the workshop’s Slack backchannel has a persistent record of (some of) the comments and questions for each speaker. The wonders of modern technology will allow me to catch up on Carolyn’s, Yu’s, Andrew’s, and Denae’s talks when I have time. (Saron’s keynote wasn’t recorded.) I caught the tail end of a discussion on bias in community-based research after Denae’s talk when I hopped back into the Meet room, so I’m sure there was some good stuff.
研討會的虛擬格式的一個好處是，演講很大程度上是預先錄制的，并且研??討會的Slack反向渠道對每個發(fā)言人的評論和問題都有(某些)永久記錄。 我有時間的時候，現(xiàn)代技術的奇觀將使我追上卡羅琳，俞，安德魯和德納的演講。 (沒有錄制Saron的主題演講。)在Denae演講后，當我跳回會議室時，我陷入了關于社區(qū)研究偏見的討論的尾聲，所以我確定其中有一些不錯的東西。
If you’re interested in checking out some of the pre-recorded talks yourself, you can find speakers’ videos and slides on the SDDI 2020 homepage.
如果您有興趣親自檢查一些預先錄制的演講，可以在SDDI 2020主頁上找到演講者的視頻和幻燈片 。
敏捷包容性加速器：旨在實現(xiàn)公平技術未來的研究和教育計劃-Rafael Prikladnicki (Agile Inclusive Accelerator: A research and education program for an equitable tech future — Rafael Prikladnicki)
Rafael spoke about a program running at his institution for nearly a decade that focuses on preparing diverse students to succeed in the tech field by teaching the basics of the Agile software development workflow. Though the project began with undergraduates, the team found they didn’t have enough folks in their target population at the university, so they expanded to high schools. The Agile Accelerator saw big improvements in gender and social class balance over recent years, the result of inclusive application practices like selecting students not on the basis of their technical skills, but through a more holistic view of their fit for the program. Rafael also gave a brief overview of the newest version of the program, the Inclusive Accelerator, which had an explicit goal of supporting social and economic inclusion. He closed by describing some challenges that still faced the program, including emphasizing students’ learning over their desire to deliver a finished product, and figuring out how & whether this experience could be replicated in different contexts (both in Brazil and in other countries).
Rafael談到了在他的機構中運行了近十年的計劃，該計劃著重于通過教授敏捷軟件開發(fā)工作流程的基礎知識，使多樣化的學生在技術領域取得成功。 盡管該項目從大學生開始，但團隊發(fā)現(xiàn)他們在大學的目標人群中沒有足夠的人，因此他們擴展到了高中。 近年來，敏捷加速器看到了性別和社會階層平衡方面的巨大進步，這是包容性應用程序實踐的結果，例如，不是根據(jù)他們的技術技能來選擇學生，而是通過更全面地了解他們是否適合該計劃。 拉斐爾還簡要介紹了該計劃的最新版本“包容性加速器”，其明確目標是支持社會和經(jīng)濟包容。 最后，他介紹了該計劃仍面臨的一些挑戰(zhàn)，包括強調學生學習交付成品的愿望，并弄清楚如何以及是否可以在不同背景下(在巴西和其他國家/地區(qū))復制這種經(jīng)驗。
隱藏的人物：開源中的不同角色和成功途徑— Anita Sarma (Hidden Figures: Different Roles and Success Pathways in Open Source — Anita Sarma)
Anita’s takeaways from her team’s work on hidden figures in OSS: Recognize them & their roles in open source; Individuals follow flexible and fluid roles; Contribution can take three forms: time, talent, and treasure (a quote from P3); Identify support to help them reach success.Anita從她的團隊對OSS中隱藏人物的工作中獲得的收獲：認識他們及其在開源中的角色； 個人承擔著靈活而靈活的角色； 貢獻可以采取三種形式：時間，才能和財富(P3的引文)； 確定支持以幫助他們取得成功的支持。To close out the first day of the workshop, Anita presented on some of the work she and her team have done on diversity and inclusion in open source. Anita described the current state of OSS as a field where contributors are largely male, English-speaking, college-educated, and socioeconomically secure enough to have volunteer time. To figure out how to improve OSS community diversity, she and her team conducted a series of interviews to understand the pathways different folks followed into open source work. The diversity in participants’ paths led their team to call for more recognition of the “hidden” roles and work often overlooked in customary representations of the OSS community, and especially around how we can support folks in these less-visible (but still vital) positions. Anita et al.’s freshly-minted CSCW paper with more details on the topic can be found here.
在研討會的第一天結束時，Anita介紹了她和她的團隊在開放源代碼的多樣性和包容性方面所做的一些工作。 Anita將OSS的當前狀態(tài)描述為一個領域，其中貢獻者主要是男性，說英語，受過大學教育并且在社會經(jīng)濟上有足夠的安全感以擁有志愿者時間。 為了弄清楚如何改善OSS社區(qū)的多樣性，她和她的團隊進行了一系列訪談，以了解不同人員在開源工作中所遵循的途徑。 參與者道路的多樣性導致他們的團隊呼吁更多地認識“隱藏”的角色和工作，而在OSS社區(qū)的常規(guī)表示中常常忽略了這些隱藏的角色和工作，尤其是圍繞如何在這些看不見的(但仍然至關重要)的人們中提供支持職位。 Anita等人的新鮮CSCW論文，其中有關于該主題的更多詳細信息，可以在這里找到 。
第2天：分組討論 (Day 2: Breakout Sessions)
The second day of the virtual workshop was structured around breakout sessions: two parallel tracks of 90-minute informal chats with other attendees. Topics for the breakouts were sourced from workshop participants on day 1, and we self-sorted into groups based on our interests. I was able to attend three in the (Pacific Time) morning hours. Each group made good use of Google Docs for collaborative notetaking during the breakouts, with participants sharing resources and commenting to share their thoughts.
虛擬研討會的第二天是圍繞分組討論進行的：與其他與會者進行90分鐘非正式交談的兩條平行軌跡。 分組討論的主題來自第一天的研討會參與者，我們根據(jù)自己的興趣將自己分為幾類。 我能夠參加(太平洋時間)早上三點鐘。 每個小組在分組討論期間都很好地利用Google文檔進行協(xié)作記筆記，參與者共享資源并發(fā)表評論以分享他們的想法。
軟件教育中的多樣性與包容性(D＆I) (Diversity and Inclusion (D&I) in Software Education)
The first session I attended focused loosely on D&I in educational settings. Attendees raised a number of challenges they’d seen or experienced around diversifying the incoming populations to computing higher education, as well as how to support minoritized groups enrolled in CS courses. When someone mentioned that the focus on higher ed limited our scope to folks who’d already managed to get there, the conversation naturally turned to attempts to improve perceptions of computing for students in younger (primary and secondary) contexts. With many of the workshop attendees being current or former educators, there was a lot of sharing about institutional efforts to improve D&I, what worked, and what didn’t. The idea of situating computing as a culturally relevant and social topic threaded through many of the efforts that worked. Others reported success from interdisciplinary computing courses located in non-CS departments (e.g. a “CS for bio-engineers” type of class). We also briefly discussed how to combat anti-Black racism in CS education, but we ran out of time to do the topic justice. I ended up dropping a bunch of links in the shared document to articles my anti-racist CS education reading group discussed over the summer.
我參加的第一場會議主要針對教育環(huán)境中的D＆I。 與會者提出了許多他們已經(jīng)看到或經(jīng)歷過的挑戰(zhàn)，這些挑戰(zhàn)包括使傳入的人群多樣化以計算高等教育，以及如何支持參加CS課程的少數(shù)群體。 當有人提到對高等教育的關注將我們的范圍限制在已經(jīng)設法到達那里的人們時，談話自然轉向嘗試改善年輕(小學和中學)學生對計算的認識。 由于許多講習班的參加者是現(xiàn)任或前任教育工作者，因此有很多關于改善D＆I的機構性努力，有效的方法和無效的方法的共享。 將計算作為一個與文化相關且與社會相關的主題的想法貫穿了許多有效的工作。 其他人則報告說，他們在非CS部門的跨學科計算課程中取得了成功(例如，“ CS為生物工程師”類課程)。 我們還簡短地討論了如何在CS教育中與反黑人種族主義作斗爭，但我們沒有時間進行正義這一主題。 我最終在共享文檔中刪除了一些鏈接，鏈接到我的反種族主義CS教育閱讀小組在今年夏天討論的文章。
There were some plans to tidy up our notes from this breakout session and make them publicly available, so I’ll update this section with a link if & when that happens.
有一些計劃可以整理這次分組討論中的筆記，并將其公開發(fā)布，因此，如果＆發(fā)生這種情況，我將通過鏈接更新本節(jié)。
了解實現(xiàn)軟件開發(fā)中D＆I的挑戰(zhàn)和障礙 (Understanding Challenges and Barriers to achieving D&I in Software Development)
Before trying to fix something, it never hurts to get a good strong understanding of the challenges facing you. This session focused on surfacing those barriers to D&I research and brainstorming concrete ways to get around them. One topic that surfaced early on was that of ensuring anonymity for our participants — If we’re working with groups that are by definition small, how can we ensure they feel safe and comfortable sharing their experiences with us? We discussed good interviewing and reporting practices in these cases, with some attendees sharing personal anecdotes about methods they’d found useful when working with different populations. From that, we moved to what it meant to “meet” D&I goals — What does success look like, and how can (or should) we measure it? I chimed in with a shameless plug for the usefulness of qualitative analyses in these situations, which led us to revisit the anonymity question.
在嘗試解決問題之前，對您面臨的挑戰(zhàn)有很好的深入了解永遠不會有任何傷害。 本次會議的重點是克服D＆I研究的障礙，并集思廣益地尋求解決方法。 早期浮出水面的一個主題是確保參與者的匿名性-如果我們與定義不大的小組合作，我們如何確保他們與我們分享經(jīng)驗感到安全和舒適？ 在這些情況下，我們討論了良好的采訪和舉報做法，一些與會者分享了自己的軼事，講述了他們在與不同人群合作時發(fā)現(xiàn)有用的方法。 從那開始，我們轉向了“達到” D＆I目標的含義-成功是什么樣的，以及如何(或應該)衡量它？ 對于這些情況下定性分析的有用性，我用一個無恥的插件進行了說明，這使我們重新審視了匿名性問題。
During the latter half of the breakout session, someone asked how we might respectfully do research with communities we aren’t necessarily a part of. Many folks shared their strategies for community research, stressing the importance of including community members in all stages of the research design process as well as ensuring the work you’re doing is aligned with community goals. The importance of learning from other disciplines’ successes in this area was brought up (with Indigenous studies and anthropology being two that were mentioned). One attendee suggested cross-department collaboration and sitting in on other researchers’ processes to gain an understanding of how participatory research methods worked. The general sentiment seemed to be that CS researchers could learn a lot by looking to other social science disciplines on this topic.
在分組討論的后半段，有人問我們如何尊重我們未必參與的社區(qū)。 許多人分享了他們的社區(qū)研究策略，強調了在研究設計過程的所有階段都包括社區(qū)成員以及確保您所做的工作與社區(qū)目標保持一致的重要性。 提出了從其他學科的成功經(jīng)驗中學習的重要性(其中提到了土著研究和人類學兩個)。 一位與會者建議跨部門合作，并參與其他研究人員的流程，以了解參與式研究方法的工作原理。 人們普遍認為，CS研究人員可以通過就此主題尋找其他社會科學學科來學到很多東西。
在公司設置中進行D＆I研究 (Doing D&I Research in Company Settings)
The last breakout session I was able to attend focused on the realities of doing D&I-related work (mostly research) in industry settings. As someone without a lot of industry experience, it was neat to gain some insights into how some lager tech companies’ internal reviewing and legal constraints shaped the kinds of work employees participated in, as well as how D&I research in particular often interacted with existing codes of conduct or mandatory reporting measures. We also chatted at length about the nuances of conducting research internally (with the company’s own developers and their processes) versus externally (with other populations), as well as how those distinctions could impact the publish-ability of any findings. Toward the end of the session, talk turned to the differences in conducting D&I research in academic versus industry settings. We had a number of attendees in the session who had both kinds of experience and were able to relay the contrasts they’d seen.
我能夠參加的上一個分組會議重點討論了在行業(yè)環(huán)境中進行D＆I相關工作(主要是研究)的現(xiàn)實。 作為一個沒有很多行業(yè)經(jīng)驗的人，很容易就可以了解一些大型科技公司的內部審查和法律約束是如何影響員工參與的工作類型的，以及尤其是D＆I研究通常如何與現(xiàn)有法規(guī)相互作用的一些見解。行為或強制性報告措施。 我們還詳細討論了在內部(與公司自己的開發(fā)人員及其流程)進行外部研究(與其他人群)進行細微差別的情況，以及這些區(qū)別如何影響任何發(fā)現(xiàn)的可發(fā)布性。 在會議結束時，討論轉向了在學術和行業(yè)環(huán)境中進行D＆I研究的差異。 會議中有很多與會者，他們既有兩種經(jīng)驗，又能傳達他們所看到的對比。
At this point, the workshop took a longer mid-day break. I had other prior commitments for the rest of the day, so this is where my trip report ends, but there were at least six more breakout sessions in the afternoon that I’m sure sparked good conversations.
在這一點上，研討會花了更長的中午休息時間。 我在當天余下的時間里還有其他承諾，因此這是我的旅行報告的結尾，但是下午至少還有六次分組討論，我肯定會引發(fā)良好的對話。
I’m glad I got the chance to attend SDDI this year. Since I started my PhD and pivoted toward HCI education research, I’ve spent more time in design and education spaces than primarily software engineering-focused spaces. If not for the fortunate coincidence of me being online at the right time to see Emerson’s tweet, I doubt I would have stumbled upon the workshop. Being immersed in this community for two days felt like I was revisiting some threads of my undergraduate research on gender-inclusive software engineering and design (in a good way!), with the added experience and perspectives I’ve gained in the past few years. The workshop’s virtual nature and open participation was certainly a plus as well — It allowed folks to join in from numerous locations without the financial and logistical burdens of travel.
我很高興今年有機會參加SDDI。 自從開始攻讀博士學位并轉向HCI教育研究以來，與主要關注軟件工程的領域相比 ，我在設計和教育領域花費的時間更多。 如果不是因為我在合適的時間在線觀看Emerson的推文而幸運地碰巧，我懷疑我會偶然發(fā)現(xiàn)這個研討會。 在這個社區(qū)沉迷了兩天，感覺就像我正在重新研究本科研究有關性別包容性軟件工程和設計的一些線索(很好！)，以及在過去幾年中獲得的更多經(jīng)驗和觀點。 。 研討會的虛擬性質和公開參與當然也很不錯-它使人們可以從許多地方參加，而沒有旅行的財務和后勤負擔。
Shout-out to the SDDI 2020 organizers (Emerson Murphy-Hill, Google; Margaret-Anne Storey, University of Victoria; Denae Ford, Microsoft Research; and Sophie Qiu, Carnegie Mellon University) for their hard work, and to all the speakers for taking the time to share their expertise with us.
向SDDI 2020組織者致敬 ，感謝他們的辛勤工作，并向所有演講者 致謝 ，他們是辛勤工作的代表(Google的Emerson Murphy-Hill ，維多利亞大學的Margaret-Anne Storey ，Microsoft Research的Denae Ford以及邱 凱的卡內基梅隆大學)。花時間與我們分享他們的專業(yè)知識。
Depending on what the world looks like at this time next year, I’ll be looking forward to seeing folks again (virtually or not) at SDDI 2021.
根據(jù)明年這個時候的世界情況，我將期待在SDDI 2021上再次與大家見面(無論是否虛擬)。
翻譯自: https://medium.com/bits-and-behavior/trip-report-2020-software-developer-diversity-and-inclusion-workshop-5e2b5e8b3ae3
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