Previous research has revealed that newcomer women are disproportionately affected by gender-biased barriers in open source software (OSS) projects. However, this research has focused mainly on social/cultural factors, neglecting the software tools and infrastructure. To shed light on how OSS tools and infrastructure might factor into OSS barriers to entry, we conducted two studies: (1) a field study with five teams of software professionals, who worked through five use cases to analyze the tools and infrastructure used in their OSS projects; and (2) a diary study with 22 newcomers (9 women and 13 men) to investigate whether the barriers matched the ones identified by the software professionals. The field study produced a bleak result: software professionals found gender biases in 73 percent of all the newcomer barriers they identified. Further, the diary study confirmed these results: Women newcomers encountered gender biases in 63 percent of barriers they faced. Fortunately, many kinds of barriers and biases revealed in these studies could potentially be ameliorated through changes to the OSS software environments and tools.

How can software practitioners assess whether their software supports diverse users? Although there are empirical processes that can be used to find “inclusivity bugs” piecemeal, what is often needed is a systematic inspection method to assess software's support for diverse populations. To help fill this gap, this paper introduces InclusiveMag, a generalization of GenderMag that can be used to generate systematic inclusiveness methods for a particular dimension of diversity. We then present a multicase study covering eight diversity dimensions, of eight teams' experiences applying InclusiveMag to eight under-served populations and their “mainstream” counterparts.

Inclusive design is important in today's software industry, but there is little research about how to teach it. In collaboration with 9 teacher-researchers across 8 U.S. universities and more than 400 computer and information science students, we embarked upon an Action Research investigation to gather insights into the pedagogical content knowledge (PCK) that teachers need to teach a particular inclusive design method called GenderMag. Analysis of the teachers' observations and experiences, the materials they used, direct observations of students' behaviors, and multiple data on the students' own reflections on their learning revealed 11 components of inclusive design PCK. These include strategies for anticipating and addressing resistance to the topic of inclusion, strategies for modeling and scaffolding perspective taking, and strategies for tailoring instruction to students' prior beliefs and biases.

Research has revealed that significant barriers exist when entering Open-Source Software (OSS) communities and that women disproportionately experience such barriers. However, this research has focused mainly on social/cultural factors, ignoring the environment itself --- the tools and infrastructure. To shed some light onto how tools and infrastructure might somehow factor into OSS barriers to entry, we conducted a field study with five teams of software professionals, who worked through five use-cases to analyze the tools and infrastructure used in their OSS projects. These software professionals found tool/infrastructure barriers in 7% to 71% of the use-case steps that they analyzed, most of which are tied to newcomer barriers that have been established in the literature. Further, over 80% of the barrier types they found include attributes that are biased against women.

Building software systems is hard work, with challenges ranging from technical issues to usability issues. If the technical issues are not addressed, the software cannot work - but if the usability issues are not addressed, many potential users and customers are not even interested in whether it works. Further, usability must be inclusive: software needs to support diverse sorts of users. To help software professionals address gender-inclusive usability, we have created the GenderMag Recorder's Assistant tool. This Open Source tool is the first to semi-automate evaluating gender biases in software that is being designed, developed, or maintained. In this showpiece, we will demo the tool and encourage attendees to get involved in using it and improving upon it.

How can we support software professionals who want to build human-adaptive sociotechnical systems? Building such systems requires skills some developers may lack, such as applying human-centric concepts to the software they develop and/or mentally modeling other people. Effective socio-technical methods exist to help, but most are manual and cognitively burdensome. In this paper, we investigate ways semi-automating a socio-technical method might help, using as our lens GenderMag, a method that requires people to mentally model people with genders different from their own. Toward this end, we created the GenderMag Recorder's Assistant, a semi-automated visual tool, and conducted a small field study and a 92-participant controlled study. Results of our investigation revealed ways the tool helped with cognitive load and ways it did not; unforeseen advantages of the tool in increasing participants' engagement with the method; and a few unforeseen advantages of the manual approach as well.

Personas often aim to improve product designers' ability to "see through the eyes of" target users through the empathy personas can inspire - but personas are also known to promote stereotyping. This tension can be particularly problematic when personas (who, of course as "people" have genders) are used to promote gender inclusiveness - because reinforcing stereotypical perceptions can run counter to gender inclusiveness. In this paper we explicitly investigate this tension through a new approach to personas: one that includes multiple photos (of males and females) for a single persona. We compared this approach to an identical persona with only one photo using a controlled laboratory study and an eye-tracking study. Our goal was to answer the following question: is it possible for personas to encourage product designers to engage with personas while at the same avoiding promoting gender stereotyping? Our results are encouraging about the use of personas with multiple pictures as a way to expand participants' consideration of multiple genders without reducing their engagement with the persona.

More people are learning to code than ever, but most learning opportunities do not explicitly teach the problem solving skills necessary to succeed at open-ended programming problems. In this paper, we present a new approach to impart these skills, consisting of: 1) explicit instruction on programming problem solving, which frames coding as a process of translating mental representations of problems and solutions into source code, 2) a method of visualizing and monitoring progression through six problem solving stages, 3) explicit, on-demand prompts for learners to reflect on their strategies when seeking help from instructors, and 4) context-sensitive help embedded in a code editor that reinforces the problem solving instruction. We experimentally evaluated the effects of our intervention across two 2-week web development summer camps with 48 high school students, finding that the intervention increased productivity, independence, programming self-efficacy, metacognitive awareness, and growth mindset. We discuss the implications of these results on learning technologies and classroom instruction.