, 14 tweets, 4 min read Read on Twitter
Great thread. Parts of it I agree with, others make me concerned.

Let’s unpack.
Clearly, the point of the discussion offers an opportunity to widen the tech pipeline; to ensure accomplished black CS HBCU students get their foot in the door. Critical. Essential.
However, it also offers a question that @peterme brought up: so, is Stanford then just an expensive trade school?

I get the concern.

However, it’s more complex than that; especially because this is a discussion about who’s allowed to be in tech, intersected with a discussion about the purpose of education in the first place.
On one side, there’s a revolutionary discussion about who gets a chance to be in the celebrated bastions of tech.

Here, a simple question (Hey, did you know this course exists?!) offers a leverage point to inject sorely needed diversity for an industry we’re all privy to.
On the other side, there’s a discussion to be had about the incentive for innovation, critique, activism, and imaginative pedagogical systems.

In short, is it good that there are courses made to keep churning out tech workhorses?
But, we can go deeper. We’re here for intersectionality. So let’s combine the issues.

Because that’s where the real interesting issues lie.

I have no answers, just some questions:
How does the injection of diverse tech employees shape, shift, support, or inject justice into, our tech goliaths?
How does HBCU STEM education offer a different type of critical lens on the purpose of our educational systems?
What other courses or interventions when framed towards access and equity, are helpful to marginalized communities when only seen as bandaids for a tech pipeline?
How can black tech education transform, disrupt, activist-ate, and transform the current tech profession?
I’ll let the experts of those fields answer those questions. All I know is, things get interesting when you pile on the identities.
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