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A
Hey
openjs
world
thanks
for
tuning
in
to
this
session,
my
name
is
chris
borchers.
I
am
currently
serving
on
the
open,
js
foundation
board
of
directors
as
the
one
of
the
cross
project
council
and
with
me
I
have
dr
joy
elise
rankin,
who
is
the
research
lead
at
the
a
now
institute
and
research
scholar
at
new
york,
university
she's,
also
the
author
of
a
people's
history
of
computing
in
the
united
states,
and
so
I'm
going
to
turn
it
over
to
joy.
To
kind
of.
B
B
I
was
a
double
major
in
college.
I
majored
in
math.
I
taught
myself
how
to
code.
I
wrote
encryption
programs,
but
I
was
also
a
history
major
and
after
college.
I
worked
in
tech.
I
actually
did
a
bunch
of
startups
that
were
helping
somehow
connect
education
and
technology,
so
one
of
those,
for
instance,
was
doing
esl
online
on
a
global
scale,
and
this
was
sort
of
before
voice
over
internet
was
common.
B
I
kept
reading
about
tech
and
computing
from
the
perspectives
of
like
founders
and
developers,
and
I
had
spent
all
this
time.
Working
with
I
mean
as
a
developer,
but
also
working
closely
with
users
and
seeing
their
creativity
and
imagination
and
how
they
never
did
exactly
what
we
thought
they
would
do
with
whatever
tech
we
gave
them,
and
I
was
looking
for
stories
like
that
and
not
finding
any.
B
B
Minnesota
was
the
silicon
valley
of
the
united
states,
and
when
I
learned
that
I
was
like
what
it's
something
we
never
hear
about.
It's
totally
forgotten
now,
but
for
those
40
or
so
years,
especially
based
in
the
minneapolis-st
paul
area.
There
was
like
a
thriving
booming
high-tech
economy.
It
was
based
with
sort
of
five
key
companies
which
were
control
data
corporation
univac
engineering,
research,
associates,
honeywell
and
then
ibm
had
a
huge
plant
in
rochester
and
those
five
companies,
but
also
all
of
the
smaller
businesses
around
them.
B
That
provided
parts
hardware
know-how
created
this
sort
of
this
state.
That
was
my
colleague
tom
meesa,
calls
it
a
digital
state,
and
it
was
also
something
that
was
reflected
in
the
community.
So
parents
and
teachers
were
really
enthusiastic
for
their
kids
to
learn
about
computing,
starting
in
the
early
1960s
and
so
around
the
mid-1960s
in
the
minneapolis-st
paul
area.
B
Different
school
districts
formed
a
cooperative
to
give
all
of
their
students
all
of
their
public
school
students
access
to
computing
and
what
I
think
is
really
cool
about.
This
is
at
the
time
time
sharing
was
a
form
of
net
form
of
network
computing,
where
you
could
connect
tele-type
writers,
which
sort
of
looked
like
typewriters
with
printers
attached
to
them,
and
you
could
connect
a
bunch
of
teletypes
to
one
mainframe
computer
and
so
in
the
mid
60s,
a
mainframe
cost,
literally
hundreds
of
thousands
of
dollars,
whether
you
were
buying
it
or
leasing
it.
B
So
it
was
a
cost
that
no
single
school
district
could
afford
on
their
own,
but
minnesota
law
enabled
those
school
districts
to
form
a
co-op
so
that
18
or
20-
and
it
started
with
about
20
school
districts
that
grew
closer
to
50.
They
could
all
share
the
cost
of
the
mainframe
and
then
just
put
the
teletypes
in
their
school
and
the
teletypes
were
connected
to
the
mainframe
by
phone
lines.
B
They
ran
programs
back
and
forth.
All
of
the
students
and
the
teachers
were
actually
connected
because-
and
this
is
something
that
was
often
overlooked-
they
because
of
the
phone
line
connection.
They
could
actually
communicate
with
each
other
through
the
mainframe
and
share
programs
that
way
so
starting
in
the
really
the
1960s
minnesota.
Had
this
thriving
creative
computing
community
for
public
school
students,
and
they
were
writing
programs.
B
And
that
was
in
place
by
1975
and
within
a
year
of
its
launch,
something
like
85
of
students.
Public
school
students
in
minnesota
were
regularly
competing,
which
is
phenomenal
and
it's
something
we
totally
forget.
It's
a
huge
success
story.
They
were
all
not
just
doing
programs
but
writing
their
own
programs.
Writing
programs
to
compose
music
and
poetry
as
well
as
play
games.
So,
and
here
we
come
to
the
oregon
trail,
which
I'm
a
big
fan
of.
B
I
think
many
children
of
the
1980s
and
90s
probably
also
grew
up
playing
oregon
trail
and
so
doing
the
research
for
my
book.
I
was
so
thrilled
and
surprised
to
learn
that
it
had
started.
It
had
originated
in
the
minneapolis
st
paul
schools
in
1971
as
a
game
written
on
a
teletype
by
some
student
teachers
in
american
history
who
wanted
to
teach
their
kids
how
to
how
learning
about
the
lewis
and
clark
expedition,
and
so
they
programmed
oregon
trail
and
when
it
mech
formed
that
software
became
part
of
mechs
software.
B
It
became
popular
across
the
state
and
then,
as
apple
computer
came
on
the
scene
way
back
in
the
1970s
into
early
80s.
One
of
its
biggest
customers
was
school
districts
around
the
united
states,
and
all
of
these
schools
were
looking
for
software
for
their
apples
and
mac
because
it
had
this
huge
software
repository
from
like
15
years
of
minnesota
computing
had
all
of
these
games
and
programs
like
oregon
trail
that
they
could.
They
actually
did
like
a
subscription
service
for
public
schools
around
the
country
and
voila.
There
we
go.
A
B
A
Yeah,
that's
amazing,
so
to
I
guess,
kind
of
bring
us
back
to
the
the
title
of
of
this
session.
That
obviously,
is
a
an
amazing
story
of
increasing
equity
and
and
serving
as
many
people
as
possible.
I
think
you
said
85
percent
right
of
the
students.
That's
amazing,
I
guess
were
there
other
networks
that
perhaps
were
trying
to
do
the
same
thing
and
maybe
had
different
outcomes
or
not
so
not
so
good
outcomes
that
you
found
in
your
research.
B
I
did
I
did,
and
this
surprised
me
as
well,
so
I
did
my
undergraduate
at
dartmouth
college.
My
ba
and
dartmouth
was
actually
the
home
of
one
of
these
1960s
and
1970s
networks,
which
I
had
known
a
bit
about
before.
I
started
researching
the
book,
but
not
as
much
as
I
know
now,
but
so
dartmouth
in
the
early
60s
was
men
only
it's
now
co-ed,
but
then
it
was
men
only
and
it
was
almost
exclusively
white.
B
That's
connecting
high
schools
and
colleges
across
new
england
and
new
york,
with
the
mainframe
at
dartmouth
and
in
particular
there's
a
three-year
program
that
runs
from
1967
to
1970,
where
they're
focusing
on
about
20
high
schools
around
new
england,
and
some
of
them
are
public.
Some
of
them
are
private.
Some
of
them
are
in
like
rural,
very
rural
farming
communities,
some
are
in
elite
boarding,
schools
like
philip
zandover
and
phillips
exeter
and
again
they
think
this
is
great.
B
We're
gonna
increase
access
to
computing,
we're
going
to
give
more
students
opportunity
and
on
the
surface
I
thought
wow.
This
is
phenomenal,
like
it
looks
amazing.
They
have
all
of
these
schools
with
different
socioeconomic
levels
competing
and
then
I
looked
at
the
fine
print
and
the
fine
print
was
that
all
of
the
private
schools
on
the
network
had
72
hours
a
week
of
computing
access
and
the
public
schools
only
had
40..
B
So
we'll
say,
the
private
schools
had
about
double
the
public
schools
for
a
number
of
reasons,
mainly
though,
because
they
were
residential
and
in
many
cases
they
just
could
afford
more
teletype
time,
and
I
thought
well:
okay,
here's
a
class
difference
primarily,
but
then
I
looked
even
further
and
most
of
those
private
schools
are
now
co-ed,
but
at
the
time
like
dartmouth,
they
were
boys
only
or
young
men.
Only.
B
Apparently-
and
there
were
a
number
of
others,
but
they
were
just
forgotten
because
there
were
so
many
more
boys
and
sort
of
so
many
more
boys
in
prominent
schools
who
were
given
attention
to.
So
this
was
a
case
where,
like
it
looked
like
everything
was
set
for
like
tech
to
do
good
and
like
increase
access,
increase,
community
connect
people
and
it
ultimately
longer
term
had
the
opposite
effect.
A
B
Yeah,
abs,
absolutely,
and
not
I
mean
this
is
not
just
girls
but
women
as
well
so
many
girls
on
the
network.
Also
it's
important
to.
I
should
note
that
there
were
all
women's
colleges
like
mount
holyoke
that
were
connected
on
the
network
as
well,
and
their
students
were
computing
and
usually,
when
I
tell
my
like
I've,
told
my
students,
this
they're
like
what
women
were
not
in
tech
and
I'm
like
wait,
a
minute,
no
wait.
B
B
So
experts
in
the
field-
and
that
was
actually
the
norm
for
the
1960s,
I
think
just
like
we
forget
that
minnesota
used
to
be
the
high
to
tech
hub
of
the
us.
I
think
right
now
we
often
forget
that
in
the
60s,
actually
there
were
many
women
who
were
working
in
the
computing
industry,
and
one
of
the
reasons
I
think
we
forget
this
culturally
is
so.
An
example
of
this
is
john
kemeny.
Who
I
mentioned
before
is
one
of
the
sort
of
co-founders
of
this
network.
B
I
find
hilarious
and
sad
because
he's
like
predicting
a
future,
that's
in
some
ways
very
familiar,
but
he's
completely
ignoring
the
fact
that,
like
his
network,
is
being
run
by
women
or
at
least
we'll
say,
the
women
are
making
significant
contributions
to
its
programming
and
success
and
he's
talking
about
housewives
computing.
So
sort
of
doing
this,
like
oh
erasure
of
the
work
of
women's
expertise
in
science
and
tech.
So
absolutely
there
were
girls
competing
on
this
network.
B
A
Well,
yeah,
I
mean
that's,
that's
I
think
you
you
put
it
really
well,
in
that
it's
I
mean
it's,
that
specific
story
is
funny,
but
also
just
sad
right.
I
mean
it's,
it's
it's
unfortunate
and
I'm
sure
there
are
many
many
many
other
stories
like
that.
So
I
hate
to
like
cut
us
off,
but
we
are
actually
like
almost
that
time
so.
B
A
What
what
would
be
great,
I
think
for
the
audience
is,
if
you
could
kind
of
just,
I
guess,
give
us
a
little
bit
of
info
on
how
we
can
maybe
learn
more
about
these
topics.
I
mean
obviously
go
get
your
book
right,
but
in
addition
to
that,
like
for
for
people
in
the
community
that
want
to
be
allies
and
sort
of
help
fight,
these
biases
that
are
are
clearly
still
present
today.
What
kind
of
advice
can
you
give
on
that
front?.
B
All
right
so,
as
you
mentioned
my
intro
right
now,
I'm
a
research
lead
at
the
ai
now
institute
at
new
york
university,
and
we
published
a
report
last
year
called
discriminating
systems.
It
was
a
lead
author
by
my
colleague,
dr
sarah
myers
west,
and
we
specifically
give
recommendations
for
improving
in
the
report
improving
workplace
diversity
or
tech
diversity,
because
the
report
argues
what
we've
found
is
that
often
it
is
this
lack
of
diversity
in
tech
spaces,
whether
it's
gender
diversity
or
having
black
people
and
brown
people
or
people
with
disabilities.
B
It's
reflected
in
the
kind
of
systems
that
get
built
and
the
code
that
gets
written
and
even
with
the
best
intentions,
if
we're
not
sort
of
taking
into
account
all
of
this
diversity
and
the
way
that
society
is
structured,
we
end
up
replicating
the
bias.
So
I
would
absolutely
point
people
to
the
discriminating
systems
report,
I'm
going
to
read
some
of
them,
and
then
I
will
also
in
case
I
forget,
I
just
there
are
a
number.
B
You
know
there
are
a
lot
of
people
who
are
doing
contract,
work
and
temp
work,
and
it
creates
a
hierarchy
about
who's,
honored
who's
remembered
how
they're
compensated
increase
the
number
of
people
of
color
women
and
other
underrepresented
groups,
especially
at
senior
leadership
levels,
and
we
know
like
right.
All
the
research
tells
us
it's
not
just
good
for
the
sort
of
practice
of
tech.
B
It's
actually
good
for
the
economics
of
tech
as
well,
because
actually
like,
when
you
have
more
diversity,
you
actually
end
up
with
more
robust
economics
as
well
and
then
for
academic
spaces.
Similarly
ensure
greater
diversity
in
all
the
space
spaces,
where
we
focus
on
ai
research,
but
really
broadly,
where
tech
is
done.
Where
cs
is
done
where
engineering
is
done,
including
conference
committees?
So
those
are
just
a
few
that
we
actually
have
many
more
recommendations,
but
I
also
just
wanted
to
suggest
a
few
books
as
well.
B
I
would
go
pull
them
off
my
bookshelf,
but
but
that
also
just
go
into
a
lot
more
depth
about
how
the
ways
that
I
mean
if
some
of
this
was
eye-opening
to
me,
just
how
biased
that
you
don't
you're
not
even
aware
of
can
seep
into
sort
of
the
spaces
that
we
work
in.
So
one
is
algorithms
of
oppression
by
sophia
noble
one
is
new
gym
code
by
ruja,
benjamin
and
then
black
software
by
charlton
mcelwain
and
programmed
inequality
by
mar
hicks.
B
A
Awesome
well,
thank
you.
So
much
I
mean
I'm
like
I'm
honored
to
have
been
able
to
have
this
conversation
with
you,
I'm
trying
to
learn
every
day
as
well.
So
I
really
appreciate
you
taking
the
time
to
speak
with
us
and
yeah.
Everyone
should,
like
I
said,
go,
go
get
dr
rankin's
book
and
and
the
other
books
that
she
mentioned
and
and
just
learn,
be
open
to
learning,
listen
and
yeah.
We
really
appreciate
you
taking
the
time.