Security and privacy (S&P) advice plays a crucial role in how people stay safe online. While prior work shows that the plethora of advice from varied sources makes it difficult for users to prioritize advice, the insights are primarily based on studies conducted in Western contexts. Other work shows that users outside the West have different S&P needs and thus, we cannot simply rely on advice curated in the West to generalize to the majority world - regions of Africa, Asia, Latin America, and the Middle East, where most of the world's population lives. We fill this gap by investigating S&P advice across nine majority world countries via 70 semi-structured interviews with local experts: cybercafe operators, tech repair specialists, and other community figures that people commonly rely on for tech support and S&P advice. We find that the advice provided by local experts in the majority world largely matches the advice they provide to their constituents and the advice from the West. However, we surface various significant barriers that hinder majority world users from implementing advice, including economic constraints, language barriers, and social friction from taking protective measures. Our findings further show how factors such as social norms and gender shape advice practices, e.g., by driving gendered advice-seeking. We discuss how S&P advice in the majority world can be improved and reflect on how the S&P community can better engage with local communities in conducting similar research.

We report on a new ethics course for industry-bound students in a Human-Computer Interaction (HCI) professional master's program. The goal is to prepare students to think critically about the technology they design and to drive ethical change within their future organizations. Unlike research-oriented graduate programs, students in professional master's programs primarily seek to enter industry, oftentimes making a career change from a non-computing area. Thus, in addition to supporting students' ethical reasoning skills, ethics pedagogy needs to also help students develop core skills in the technical discipline and be grounded in real-world situations to align with their practice-based goals. To achieve this, we structure our course around three principles: survey (introducing contemporary ethical issues in computing and their social context), stakeholders (considering the multi-faceted nature of ethical decision-making), and skills (developing the technical and communication skills needed to drive ethical change). We hope that our curriculum and reflections will help other instructors connect ethics pedagogy to professional practice in the classroom.

This paper explores the design challenges that arise in supporting online freelancers to navigate relationships with clients. Prior studies have shown that current platform designs can lead to worker precarity in freelancer-client relationships, such as power imbalances, information asymmetry, and labor abuse. To envision alternative designs that empower workers in managing their relationships with clients, we engaged 22 Upwork freelancers in participatory speculative design activities. Through this co-design process, we identified design tensions that constrain design options as a result of conflicting values and priorities that could only be balanced and compromised rather than completely resolved. Six design tensions were identified in the context of designing for four different phases of freelancing. We observed three patterns in these tensions: 1) the freelancers' need for client involvement in their tasks and career growth, which conflicted with their skepticism that clients had sufficient incentives to be involved; 2) that there was often no viable balancing option for some tensions, but they could be addressed through changes in the platform's incentive structure; and 3) some tensions occurred not only between freelancers and clients, but also within the freelancer community. We present three approaches for addressing these design tensions and discuss how this research can support more equitable and healthy freelancer-client relationships.

People are increasingly introduced to each other offline thanks to online platforms that make algorithmically-mediated introductions between their users. Such platforms include dating apps (e.g., Tinder) and in-person gig work websites (e.g., TaskRabbit, Care.com). Protecting the users of these online-offline systems requires answering calls from prior work to consider 'post-digital' orientations of safety: shifting from traditional technological security thinking to consider algorithm-driven consequences that emerge throughout online and offline contexts rather than solely acknowledging online threats. To support post-digital safety in platforms that make algorithmically-mediated offline introductions (AMOIs), we apply a mixed-methods approach to identify the core harms that AMOI users experience, the protective safety behaviors they employ, and the prevalence of those behaviors. First, we systematically review existing work (n=93), synthesizing the harms that threaten AMOIs and the protective behaviors people employ to combat these harms. Second, we validate prior work and fill gaps left by primarily qualitative inquiry through a survey of respondents' definitions of safety in AMOI and the prevalence and implementation of their protective behaviors. We focus on two exemplar populations who engage in AMOIs: online daters (n=476) and in-person gig workers (n=451). We draw on our systematization and prevalence data to identify several directions for designers and researchers to reimagine defensive tools to support safety in AMOIs.

Women make up approximately half of the workforce in ride-hailing, food delivery, and home service platforms in North America. While studies have reported that gig workers face bias, harassment, and a gender pay gap, we have limited understanding of women’s perspectives of these issues and their coping mechanisms. We interviewed 20 women gig workers to hear their unique experiences with these challenges. We found that gig platforms are gender-agnostic, meaning they do not acknowledge women’s experiences and the value they bring. By not enforcing anti-harassment policies in design, gig platforms also leave women workers vulnerable to bias and harassment. Due to the lack of support for immediate actions and in fear of losing access to work, women workers “brush off” harassment. In addition, the platforms’ dispatching and recommendation mechanisms do not acknowledge women’s contributions in perceived safety for customers and social support for peer workers.

Career development is vital for ensuring a happy and productive workforce, and for maintaining relevance in a rapidly changing economy shaped by technological progress. Yet career development is largely ignored in crowdwork. Crowdwork platforms like Amazon Mechanical Turk (AMT) do not support crowdworkers in reskilling and changing careers. In this paper, we study the career goals of AMT workers and the challenges they face in trying to transition out of crowdwork and into high-skill jobs offline or into specialized freelance work. We performed a qualitative study in which we surveyed 20 AMT workers and interviewed 6 of them about their career goals, how they are currently pursuing them, and the challenges they have faced. We found that crowdworkers aspire to transition out of AMT but face challenges due to lack of career guidance, and limited time and financial resources. Drawing on literature in career studies and organization science, we discuss how crowdworkers' challenges are further aggravated by the enviornment on AMT, and provide implications for future research and design that may better support crowdworkers in making a career change.