Artificial intelligence (AI) offers opportunities but also challenges for biomedical research and healthcare. This position paper shares the results of the international conference "Fair medicine and AI" (online 3-5 March 2021). Scholars from science and technology studies (STS), gender studies, and ethics of science and technology formulated opportunities, challenges, and research and development desiderata for AI in healthcare. AI systems and solutions, which are being rapidly developed and applied, may have undesirable and unintended consequences including the risk of perpetuating health inequalities for marginalized groups. Socially robust development and implications of AI in healthcare require urgent investigation. There is a particular dearth of studies in human-AI interaction and how this may best be configured to dependably deliver safe, effective and equitable healthcare. To address these challenges, we need to establish diverse and interdisciplinary teams equipped to develop and apply medical AI in a fair, accountable and transparent manner. We formulate the importance of including social science perspectives in the development of intersectionally beneficent and equitable AI for biomedical research and healthcare, in part by strengthening AI health evaluation.

The paper argues that the different dimensions of collaboration - intercultural, interdisciplinary, and transdisciplinary - contribute to mutual understanding and empathy. Their intersection fosters self-reflection and reveals shortcomings, blind spots, and prejudices about other cultures, disciplines, and social groups. The course aimed to overcome technology-driven design practices that tend to (re)produce stereotypes or social exclusions - often unconsciously. To make students aware of such problems, we introduced them to Feminist Science and Technology Studies, which show how dimensions such as age, class, and gender affect socio-technological participation. Moreover, we introduced user-centered and participatory design methods (contextual interviews, scenario-based design, design forecasting) that the teams had to adapt to pandemic conditions to conduct participatory research and propose design scenarios. The empirical course evaluation by the students indicates that the pedagogical concept, which we conceptualized as an extended version of a 'Third Space', allowed for intercultural, interdisciplinary, and transdisciplinary learning experiences and improved collective student and team performance, transcending culturally- and disciplinary-specific situatedness. In our analysis, we reflect on the power of the different forms of collaborations and their contribution to teaching future researchers, designers, and engineers how to engage with another's point of view. We consider this ability a prerequisite for acting responsibly in a globalized digital world. Results from the study are contextualized in current debates on internationalization and digitalization in the educational sciences and translated into recommendations for practitioners.

The pandemic in 2020 and the resultant global lockdown led to new dynamics in the homestead. Families faced an accelerated process of digitization of conventional processes like education and white collar jobs. Working women with children of school or kindergarten age were forced to redraw the boundaries between the personal and the professional as the entire family essentially functioned from home, which increased prevalent gender inequalities. Tasks like 'planning', care-giving, emotional care etc. go unaccounted for and remain invisible to other members of the household. We present a feminist design research project that explores how design research can contribute to greater social justice and gender equality by a fairer distribution of domestic labour. We conducted semi-structured interviews in India during the pandemic lockdown, to elicit both explicit as well as tacit information on daily workloads of working women with families. We found disparity in domestic duties between genders, with specific regard to the circumstances created by the 2020 pandemic conditions. Based on our findings and analysis, we prototyped a visualization tool that makes invisible domestic work visible. Our research contribution is a design research methodology to generate insights to enable creation of design interventions for social justice. This was achieved through use of established design research methods, that are conventionally used in face-to-face settings, which were then adapted to exceptional pandemic conditions that required social distancing where communication was remote, and usually virtual.

Having an adequate understanding of the Nature of Science (NOS) is an integral part of scientific literacy. However, NOS is usually not yet explicitly embedded in the science curricula at German universities. To fill this gap, we have introduced NOS elements in the undergraduate course on genetics at the biology department of an Institute of Technology in North-western Germany in summer semester 2018. The strategy used an exclusive-reflective approach by emphasising socio-scientific issues. As Kostas Kampourakis (2016) suggests, our design considers not only general aspects of the NOS concept, but also the family resemblance approach presented by Erduran and Dagher (2014). To evaluate changes in students’ NOS understanding, we did a pre- and post-survey about their NOS understanding following the SUSSI questionnaire designed by Liang et al. (2008). The NOS understanding of the 93 participants shows statistically significant improvement in 14 out of 24 items (58,3%) after the teaching unit, compared to the pre-survey. While the pre-survey shows a larger gap of understanding regarding the relations of environment, theory, and law, the post-test results show significant effects on learning, in particular regarding subjective, social, and cultural influences on science. However, the students’ understanding regarding the relations of environment, theory, and law still remains weak. The findings indicate that some preconceptions were not as amenable to change as others. In particular, the assumed facticity of scientific knowledge seems to be a powerful preconception that is much more firmly fixed than the contextualization of scientific discovery.

This article provides an experience report on an interdisciplinary cooperation between two gender researchers and two automotive engineers at a German technical university. It focuses on the negotiation processes around a joint research proposal, dealing with the question of how to create concepts for a trustworthy human-machine interaction in automated driving systems that satisfy the requirements of different user groups. These systems aim to offer the choice of automobility to groups of users who have so far had rather limited access, or have had reasons to refuse usage. Discussions in the interdisciplinary team are still ongoing. Their substantial shifts and their expected methodological and epistemological effects are analyzed from a feminist science and technology studies (STS) perspective. The general objective of this paper is to provide insights about the contributions and challenges of integrating approaches from gender studies into the field of automotive engineering in order to support interdisciplinary dialogues that foster a socially fair and inclusive digital transformation.

This paper introduces a systematic feminist approach to conceptualizing and building computational artefacts. The main objective is to provide methods for technological design that avoid a perpetuation of the existing structuralsymbolic gender order. This, however, presupposes a thorough theorizing and analysis of gendering processes. Based on a review of existing research on ‘gender in information technology’ I will describe four mechanisms that often lead to gendered computational artefacts: 1.) the ‘I-methodology’ that assumes technology as neutral, 2.) implicit gendered assumptions and the gendered distribution of labour, which are inscribed into computational artefacts, 3.) gender stereotypes of human bodies and behaviour reflected in technology and 4.) decontextualization and disputable epistemological and ontological assumptions. For each of these mechanisms I will propose technology design methods adopted from the field of ‘critical computing’ and discus their potentials and limits to de-gender computational artefacts on the basis of feminist theory.

By focusing on gender analysis and feminist design of Information and Communication Technology (ICT), this special section brings together three strands of expertise: Science and Technology Studies (STS), Studies and computing. 1 A commonality among these three disciplines is a shared interest in interventions to improve the world we live in. Nevertheless, particularly Studies and computing seem difficult to combine, partly because of their different epistemologies. Whereas deconstructivism, the challenging of categories and dichotomies, is an important target of many Studies (and STS) researchers, most ICT researchers have a positivist stance toward science (Forsythe 2001; Weber 2004) as ICT developers need clear categories and choices to construct ICTs (Maass et al. 2007, 23). The presentations at the Gender & ICT Symposium 2009 in Bremen, Germany, from which the articles of this special section originate, showed that STS provides theoretical concepts, tools, and theories that may help bridge this gap.