Core Practice: Fostering and Inclusive Computing Culture
 Survey Title:Computer Science Standards Development - Public Survey
 Survey Properties:
 Total Respondents:1401
 Responses By Question Analysis:

   Demographic Information
 2.  County
  Response Total Response Percent
Apache Response equal to 1 3 1%
Cochise Response equal to 3 11 3%
Coconino Response equal to 2 8 2%
Gila Response equal to 0 2 0%
Graham Response equal to 0 2 0%
Greenlee Visual spacer 0 0%
La Paz Visual spacer 0 0%
Maricopa Response equal to 65 269 65%
Mohave Response equal to 1 3 1%
Navajo Response equal to 2 10 2%
Pima Response equal to 16 65 16%
Pinal Response equal to 3 12 3%
Santa Cruz Response equal to 2 7 2%
Yavapai Response equal to 1 6 1%
Yuma Response equal to 3 11 3%
Out of State Response equal to 2 7 2%
Total Respondents  416 100%
 3.  Visitor Role
  Response Total Response Percent
K-12 Teacher Response equal to 65 269 65%
K-12 Administrator Response equal to 8 35 8%
K-12 Parent/Guardian Response equal to 5 19 5%
K-12 Student Visual spacer 0 0%
Higher Education Response equal to 6 26 6%
Retired Educator Response equal to 2 10 2%
Business Representative Response equal to 3 12 3%
Community Member Response equal to 4 18 4%
Elected Official Response equal to 0 1 0%
Media Response equal to 0 1 0%
Other Response equal to 6 25 6%
Total Respondents  416 100%
 4.  How important is it to develop standards that include the practice of Fostering an Inclusive Computing Culture? Standards for Fostering an Inclusive Computing Culture would help students address the needs of diverse end users, include unique perspectives of others, and use self- and peer-advocacy to address bias in interactions, design, or development methods.
Response TotalResponse Percent
Very Important 16251%
Important 11335%
Unimportant 3411%
Very Unimportant 113%
Total Respondents320
(skipped this question) 1081
 5.  Please add any comments about developing standards that include the practice of Fostering an Inclusive Computing Culture.
1.Each of the components that converge to mean computing culture are of immense importance. These are all factors that will not go away over time but are becoming decreasingly visible or noticed, in my opinion.
2.Diversity is essential in meeting the needs of all students so that they may have a high quality technological education and be able to advocate for themselves.
3.Everyone can compute. Confidence and competence are inextricably interwoven.
4.This is not appropriate at the elementary level.
5.Future problems will require diverse perspectives and approaches in order to solve.
6.while some attention needs to be paid to this area, in their field, as in all others, developing standards for it should be a minimal effort
7.Project based lessons with diverse populations in each group of working students.
8.I am not sure that I understand fostering an inclusive computing culture but I do feel that we need to foster computer equity for our students.
9.This is not applicable to elementary age students.
10.This could be a quick program introduction. This standard should be included with other standards for computing.
11.Computing... is ALREADY inherently Inclusive
12.I don't see this as a computing-specific topic. The field of human-technology interaction should in general incorporate this, meaning any field of engineering that has humans in the loop. For example, co-robotics. To the extent that software and systems engineering is included in the greater engineering umbrella, then yes it matters.
13.This is extremely important. I hate that so much software is clearly biased toward a particular demographic, but the engineers developing the software are completely ignorant. No one submits a bug report about an obvious bias, and the engineers cannot dream up appropriate changes. We just need to better educate our students to understand how to develop for diversity in the first place.
14.Diversity is incredibly important in a field that is so homogeneous because it fosters creative ways of thinking about a problem that is severely lacking right now.
15.I worry that such efforts backfire. It is extremely important for less-represented populations to be encouraged to enter computing, but if this is done too overtly, I've found that people tend to get discouraged.
16.Information gathering should be the perspective of utilizing technology!
17.Please make an extra effort to reach women and minorities, but don't exclude men. We need good engineers in our society, so I wouldn't want to discourage anyone who shows interest. It's great to point out the business reasons for diversity, e.g., review studies that compare diverse work groups results to non-diverse groups.
18.I believe it also needs to address accessibility needs for individuals with disabilities.
19.Cultivating an inclusive computing culture only serves to empower people, and the power of diversity lies in our differences. Differences in culture, background, and life experience places emphasis on different "problems" that can be solved and also shines light new solutions. We all have a unique voice and technology is a megaphone that allows us to speak life to each other.
20.Does not belong in a CS high school standard.
21.I just don't see this as a high priority COMPARED to the other items in this survey.
22.This is out of the bounds of the schools to teach. Parents should be teaching this to their kids not the public schools.
23.This is a tough subject, and applies across many disciplines. I think that examples, analogies, engagement activities, etc. should be made neutral in terms of gender, race, culture, beliefs, etc. I DON'T think we should create specific examples and activities designed to engage only specific groups. Everything should be explicitly made inclusive. Nothing should be made explicitly exclusive just to compensate for the fact that we failed to be inclusive. (Doing so just fosters an us and them point of view.) That said, the world of programming languages revolves around understanding English. We do students a disservice if we don't ensure that those who want to pursue programming or software engineering also needed to be reasonably functional in English, at least enough to comprehend the real-world, marketable programming languages. I have seen many students educated K-12 in the US who reach college with such a tiny English vocabulary that it's nearly impossible to comprehend the keywords of a small programming language like C.
24.Hopefully, individuals from government, community organizations, universities and colleges, will include ideas on how they use social media to increase but also serve and satisfy their clientele.
25.Diversity is extremely important I just don't know how you would make that a standard
26.As computing moves more and more online, beyond just discussion forums and Facebook, it is important to ensure that students understand that the world relies on their ability to communicate with others that have differing viewpoints and biases.
27.In my current code club (a free after-school club), minority groups and women are not as represented as white men.
28.All puns aside, technology should not be result in a binary world where historically marginalized groups are further separated from culture due to advantages of certain communities.
29.It should include computing designs for the impaired as much as for other cultures. As long as the "addressing bias" doesn't try to make people feel ashamed of any particular culture or group they happen to have been born into.
30.Refer to the College Board's and CTSA's standards for APCS Principles
31.This is particularly critical given the current demographics in the field of CS.
32.This is important. From a technology career perspective you will meet and interact with many different people from many different points of view, and backgrounds. Being able to work with a team, a diverse team, is important.
33.This will be a hard standard to write. The main objective is to get students to think critically and outside of their own experience and bias. Being able to "think as someone else" is not an easy task, even at a highly educated professional level.

However when it comes to computer interface design there are some places to start. Normally students are not exposed to any part of the Americans with Disabilities Act (ADA) unless they are, have a friend or family that is, disabled. Getting students to think about and design around disabilities would be a first step they can easily work with.

Even within a school you may not find enough peer diversity to really challenge certain bases.

A major example that constantly plagues User Interface design is color-blindness. Which can be a first step in getting students to examine and confront bias without become confrontational. 1 in 12 men and 1 in 200 women have some level of colorblindness. In a student body it is possible that in a single class there is maybe 1 or 2 boys who aren't seeing colors the same as his peers. In a whole grade level you may find 2 or 3 girls with similar issues. Create a select group of students who only want to do CompSci and the course may have none of those people to be peer advocates for color issues.

Using such clear Disability concerns as a spring board should help jump start this kind of discussion. From there and at higher grades (more mature students) additional social bias can be tackled.

Although, yet again, this circles about around to Social Studies topics. Understanding and studying ours and others society. Having additional guidelines and prompts would likely be very useful. Especially if those guidelines and prompts are themselves created by a VERY diverse set of people.
34.This fits under any other educational standard that revolves around teaching and learning empathy and is important for ensuring that we can understand and compromise with our neighbors.
35.As to an earlier comment, the students do not know a non-digital culture so the object should be to develop an appreciation for cultural diversity.
36.[No Answer Entered]
37.But, the underpinnings of this is even more important--the ability to understand other's points of view and how our own point of view is shaped by the data we have available, the assumptions we make, and our interpretation of past experiences.
38.Not just standards, but ACTION is imperative in this area!
39.It is just less important to me since I think this is part of many areas of education.
40.This important when considering the way in which we want to address Digital Citizenship. VERY IMPORTANT!
41.Similar to biases that appear in writing, biases appear in software and particularly in algorithms that deal with human behavior.
42.Unless this is strictly referring to accessibility for those who need assistive technology devices, I think that this is better left out of the standards.
43.Diversity is lacking in technology; rectifying that disparity can start in school
44.What role will this have in regards to the Arizona State Technology standards that many of us are already teaching?
45.Everyone needs to learn this! Not just boys!
46.This is important and can be integrated as teachers work on projects. previously stated
48.CS /coding tends to be an isolating occupation - creating a class environment where sharing code and solving problems together is key .
49.Students need to compete for jobs on a global scale, developing empathy and understanding of others outside their normal sphere of influence is very important.
50.there has to be an effort to include more girls/women, minorities, and 50 + workers in the industry
51.This is critical in our diverse culture.
52.Because students are often unaware of biases, I think it is important to include this standard, particularly as it relates to gathering useful data.
53.I think this is important for 8th-High School when they are doing big papers for school and getting them ready for college.
54.The world is at our fingertips and we must know how to interact with people from all over the globe.
55.I think this would go along with Impact of Computing and it is essential especially for teenagers.
56.This should be a part of their everyday education about people in the real world, whether these people are online or not.
57.These compliment the CTE programs
58.This strikes on the need that computer programs are not just algorithms. Many people work together to develop apps and computer programs and another discipline that needs increase support and even standards is design.
59.This is three-fold. In some of the works cited in the framework, you already acknowledge that the environment is not providing suitable access to computer science education. That's in our court to address... both schools and after school settings. I didn't see "Born on Third Base" listed, but recommend as another resource to consider. Next, the societal norms and popular images have continued to characterize computer science as nerdy, and we have predominately White and Asian males shown in that role (despite a recent overabundance of media images showing girls of all color doing STEM). There is a tendency for minorities and girls to "opt-out" of STEM and computer science very early, I think I've seen surveys that say by 4th grade, and the view at home may support that perspective as parents underestimate the career potentials for their kids and offer bland or even negative support for such studies. The third side is the students and fostering inclusion... but I view that as a universal challenge... not just in computer science.
60.Not familiar with the relevance/impact of this concept
61.Must include to ensure computer users are advocates for a greater audience and not necessarily self serving.
62.This is important but for those teachers that don't understand these concepts, it may be difficult for them to teach. There would need to be a teaching model, not just a standard.
63.IN the era of cyber-bullying this topic would is imperative to stress
64.project based learning
65.All students should feel comfortable to pursue education and careers in computing
66.These skills should be learned in other core content, but it can be applied in the computer classroom.
67.User Centered Design is key
68.This is a framework for the teaching of computer science - I would avoid making standards for it
69.Inclusivity should be part of the environment, demonstrated by classroom and school structure, and part of social sciences.
Total Respondents  69