Gender Bias in Open Source

I was trolling for something to write about today when I ran across this article click-bitingly titled “Women are better at coding than men — if they hide their gender.”

The article reports on an interesting, recently released study of Gender Bias in Open Source which looks at “acceptance rates of contributions from men versus women” on GitHub – an online community where users share, collaborate on, and review code in a variety of programming languages.

The study found that “women’s contributions tend to be accepted more often than men’s. However, when a woman’s gender is identifiable, they are rejected more often. Our results suggest that although women on GitHub may be more competent overall, bias against them exists nonetheless.”

This is troubling.

Interestingly, the article I found the study through takes these finding as a sign that women are better at coding than men – even adding the titillating header “the future really is female.

Of course, that’s not an entirely accurate reading of the study. (To be fair, I imagine that the article’s title and quaintly 1950s header image were not selected by the author.)

As the study’s author’s themselves explain, there are many reasons why their analysis may have found women, on average, to be better coders. A key explanation may be what is known as survivorship bias: “as women continue their formal and informal education in computer science, the less competent ones may change fields or otherwise drop out. Then, only more competent women remain by the time they begin to contribute to open source. In contrast, less competent men may continue.”

That is, there’s no secret coding gene that makes women better programmers – rather, it is much harder for a woman to survive in the coding world, and therefore those who do are the best.

This explanation resonates with research done in other fields, and is underscored by a 2013 survey finding that only 11% of open source developers are female.

With that ratio, it would rather be surprising if the average woman did resemble the average man.

The ironic thing is that attention grabbing headlines declaring women better coders – while seemingly feminist in nature – have the unfortunate effect of obfuscating the real barriers to gender parity.

Women aren’t better coders; the women who are allowed to survive as coders are by necessity only the best. They are held to higher standards and constantly forced to the sidelines. In order to simply do the work they love, they are forced – in the words of one study referencing StackOverflow – to participate in a “relatively ‘unhealthy’ community.”

It’s hardly a wonder that women tend to “disengage sooner.”

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Can Average Citizens Can Make Politics More Civil?

Just before the Iowa caucuses last month, long-time NCDD member Carolyn Lukensmeyer of the National Institute for Civil Discourse penned an op-ed in the Huffington Post that we thought was worth sharing here. In it, she discusses the crisis of civility in our politics, and calls on citizens – and especially those of us who work in D&D – to hold politicians and ourselves to higher standards for political conversations. We encourage you to read her piece below or find the original on Huff Post here.


We Need a Civility Revolution

As we draw closer to February 1 and the Iowa Caucuses, the noise level from the presidential campaigns grows louder. The Caucuses are the first step in a lengthy process, and because the stakes in Iowa are so high – a good finish means you keep following the trail to the White House while a bad one can mean it’s all over but the post mortem – both republican and democratic candidates have been raising the volume on the race. On the republican side the attacks are getting more personal, louder and nastier, while on the democratic side, ads on everything from health care to gun control are digging deep lines in the sand between rivals.

America is a great democracy, but it is hard to remember that sometimes these days as we listen to the candidates and their surrogates degrade not only their rivals, but everyone who questions their positions. Throw in the media hype on the latest “he said, she said” and it makes you wonder how we came to this low point. Because it is a low point. Our people are better than our politics – the actual caucuses in Iowa as they have been in years past, will be far more civil than any debate or discussion among the candidates has been.

We need to hold our politicians – whether they are running for president or city council – to the highest of standards. Discussion and disagreement are all part and parcel of our democracy but name calling, race baiting and personal attacks are not. If candidates want our votes, we need to demand they start acting like the leaders they claim to be instead of rewarding them for acting like bullies and braggarts.

And we have to stop agreeing with them when they tell us compromise is for sissies. We are a large, diverse nation and our views – whether we are talking with a neighbor across the street or a relative on the other side of the country – will often differ. No one person nor one party has all the “right” answers so discussion of values and facts, the how and the why, are important. But those discussions can’t move forward in any type of useful manner unless we listen to each other – really listen. It doesn’t mean we have to agree – and it doesn’t mean we won’t state our own case – but we need to act like adults and find the road we can take together to allow America – and all Americans – to move forward.

This past Monday, we celebrated Martin Luther King Day. Dr. King did not believe that loud voices and harsh words would lead to consensus. As Marcy Curtis noted in a Roll Call column titled “Stop Shouting; Start Listening” “…it would also be welcome, revolutionary even, to reflect on and learn from King’s time, when the country was no less divided. Yet there were men, women and children… who made the country better by leading with dignity and unity.”

Revolutionary indeed.

You can find the original version of this Carolyn Lukensmeyer piece in the Huffington Post at www.huffingtonpost.com/carolyn-lukensmeyer/we-need-a-civility-revolu_b_9028646.html.

Association for Moral Education 2016 conference theme is civic engagement

(Arlington, VA) Tisch College is a cosponsor of the Association for Moral Education’s 42nd Annual Conference: 8–11th December, 2016 at the Harvard Graduate School of Education, Cambridge, MA, USA

Conference Theme: Civic engagement: a cultural revolution? The expanding definitions of ‘civic’ participation, their intersections with ethics, and the implications for education

The challenges and innovations in civic engagement in and beyond formal education are gaining worldwide attention. There are interesting links, synergies and dialogues among civics, ethics and moral development, including the significance of new media.

Submissions are welcome from scholars, students and practitioners across the many disciplines that contribute to the study and practice of moral and civic education, including psychology, education, sociology, philosophy, interdisciplinary, cultural studies, among others.

Submission deadline: March 14, 2016.

For submission details, and/or to register or the conference, please go to the conference website.

Nepalese Participatory Planning

Definition Problems and Purpose History Participant Selection Deliberation, Decisions, and Public Interaction PP, as a process, offers various opportunities for people to participate, interact, deliberate and thereby influence the overall decision making process. Firstly, the local bodies communicate the policy and budget guidelines to the communities via the Ward Committee...

Korsgaard on animals and ethics

(Northern Virginia) I made some comments about animal rights and welfare at one of the Tisch Talks in the Humanities last week. I have contributed no original scholarship on this topic, nor even followed the vast literature closely. But in the course of a quick lit. review, I came across the line of argument that Christine Korsgaard has developed, and it struck me as persuasive. I’d put a central point like this:

  1. There are two kinds of beings, those that have wants and those that don’t.
  2. There are two kinds of beings, those that can “reason” and those that cannot (where to reason is to have reflexive thoughts, or the ability to assess wants, desires, etc. critically).

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Inert objects like rocks and stars neither have wants nor can they reason. It follows that nothing is good or bad for them. All members of the animal kingdom, including human beings, have wants. That implies that some things are good and bad for each of them. Perhaps we alone are rational, in the Kantian sense. In that case, we and not animals have moral duties. But our moral duties are not only to those who are rational, but to those who have wants, which includes animals.

(I put God in the space for “can reason,” but “has [no] wants,” because I’ve been reading Spinoza this winter, and that’s his view. It’s theologically plausible that if there’s a God, God has wants. In that case, God would be in the same zone with us.)

Kant wrote:

If a man shoots his dog because the animal is no longer capable of service, he does not fail in his duty to the dog, for the dog cannot judge, but his act is inhuman and damages in himself that humanity which it is his duty to show towards mankind. If he is not to stifle his human feelings, he must practice kindness towards animals, for he who is cruel to animals becomes hard also in his dealings with men.

Korsgaard is a major Kantian, but in her Tanner Lectures on “Fellow Creatures: Kantian Ethics and Our Duties to Animals” (2004) and subsequent work, she disagrees with Kant’s reasoning here. What is wrong with shooting the dog is not that the man somehow neglects his duties to other humans. He has done wrong by mistreating the dog. Just like the man, the dog has desires, and there are things that are good for the dog. The man has negated the dog’s good in his own interest.

It is likely that dogs do not have the capacity to reflect on or change what they want. Therefore a dog does not have the right or obligation to participate in creating moral norms that are binding on itself or the man. It “cannot judge” in the way that a person can. We don’t blame it (or genuinely esteem it) for acting like a dog; that is simply its nature. But the man’s duty to reflect on his own desires is precisely the duty to take others’ desires into account. It doesn’t matter whether the others can judge; it matters whether they have desires and goods. Likewise, our duties to other human beings are not contingent on their acting like Kantian rational subjects.

See also: latest thoughts on animal rights and welfare and my evolving thoughts on animal rights and welfare.

Learning Styles and Physics (or: Embracing Uncertainty)

Being back in the classroom as a student has given me lots of opportunities to reflect on different learning styles. Or, perhaps, more accurately, on my own learning style.

I tend to give my undergraduate field of physics a lot of credit in developing my academic style –  though, I suppose, it’s equally possible that this happened the other way around: that my initial learning style attracted me to physics in the first place.

But, regardless of the order of these items, I find that I am deeply comfortable with a high level of uncertainty in my learning process.

You can see, perhaps, why I think I may have gotten that from physics. Physics is complex, and messy, and, of course, deeply uncertain.

Most importantly, this uncertainty isn’t a mark of incompleteness or failure. Rather, the uncertainty is an inherent, integral part of the system. There is no Truth, only collections of probabilities.

It’s a feature, not a bug.

I’ve noticed myself frequently taking this approach while learning. I’m taking a fantastic Computer Science class right now for which I would be tempted to flippantly say that I have no idea what is going on.

Like Schrödinger’s cat, that statement is both true an untrue. Until observed directly, it is caught miraculously, simultaneously, equally, in both states.

I have no idea what is going on, but I’m totally keeping up.

And I don’t think it’s simply a matter of confidence – my inability to articulate at which extreme I lie isn’t just a problem of trusting my own talent in this area. While, of course, it’s impossible to fully disambiguate the two, it honestly feels most accurate to embrace both states: I have no idea what is going on, but I am totally keeping up.

While I have only a passing familiarity with the works of pedagogical theory, I don’t recall ever hearing anyone describe education in this way. (Please send me your resources if you have!).

I used to think of learning as an incremental, deliberate process – like climbing a latter or building a staircase. Each step of knowledge brought you a little closer to understanding.

Perhaps this is just the difference of being in a Ph.D. program, but I’ve come to rather think of learning as this:

Knowledge is a hazy, uncertain cloud. The process of learning isn’t simply building “towards” something, but rather it’s the process of coalescing and clarifying that cloud. It’s about feeling around for the edges; finding the shapes and patterns hidden within.

Someone told me recently that physics can learn anything. I don’t know if that’s true, but I do think that there’s something to accepting this state of uncertainty. To be comfortable being lost in foggy haze that you can neither articulate nor truly understand…but to stand in that cloud and find the patience to slowly, incrementally, find meaning in the noise –

Like bring a picture into focus.

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Learning Styles and Physics (or: Embracing Uncertainty)

Being back in the classroom as a student has given me lots of opportunities to reflect on different learning styles. Or, perhaps, more accurately, on my own learning style.

I tend to give my undergraduate field of physics a lot of credit in developing my academic style –  though, I suppose, it’s equally possible that this happened the other way around: that my initial learning style attracted me to physics in the first place.

But, regardless of the order of these items, I find that I am deeply comfortable with a high level of uncertainty in my learning process.

You can see, perhaps, why I think I may have gotten that from physics. Physics is complex, and messy, and, of course, deeply uncertain.

Most importantly, this uncertainty isn’t a mark of incompleteness or failure. Rather, the uncertainty is an inherent, integral part of the system. There is no Truth, only collections of probabilities.

It’s a feature, not a bug.

I’ve noticed myself frequently taking this approach while learning. I’m taking a fantastic Computer Science class right now for which I would be tempted to flippantly say that I have no idea what is going on.

Like Schrödinger’s cat, that statement is both true an untrue. Until observed directly, it is caught miraculously, simultaneously, equally, in both states.

I have no idea what is going on, but I’m totally keeping up.

And I don’t think it’s simply a matter of confidence – my inability to articulate at which extreme I lie isn’t just a problem of trusting my own talent in this area. While, of course, it’s impossible to fully disambiguate the two, it honestly feels most accurate to embrace both states: I have no idea what is going on, but I am totally keeping up.

While I have only a passing familiarity with the works of pedagogical theory, I don’t recall ever hearing anyone describe education in this way. (Please send me your resources if you have!).

I used to think of learning as an incremental, deliberate process – like climbing a latter or building a staircase. Each step of knowledge brought you a little closer to understanding.

Perhaps this is just the difference of being in a Ph.D. program, but I’ve come to rather think of learning as this:

Knowledge is a hazy, uncertain cloud. The process of learning isn’t simply building “towards” something, but rather it’s the process of coalescing and clarifying that cloud. It’s about feeling around for the edges; finding the shapes and patterns hidden within.

Someone told me recently that physics can learn anything. I don’t know if that’s true, but I do think that there’s something to accepting this state of uncertainty. To be comfortable being lost in foggy haze that you can neither articulate nor truly understand…but to stand in that cloud and find the patience to slowly, incrementally, find meaning in the noise –

Like bring a picture into focus.

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