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 Advancing Diversity,
Inclusion, and Social
Justice Through Human
Systems Engineering
 Advancing Diversity,
Inclusion, and Social
Justice Through Human
Systems Engineering

Edited by
Rod D. Roscoe, Erin K. Chiou, and
Abigail R. Wooldridge
CRC Press
Taylor & Francis Group
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Library of Congress Cataloging‑in‑Publication Data

Names: Roscoe, Rod D., editor. | Chiou, Erin K., editor. | Wooldridge, Abigail R., editor.
Title: Advancing diversity, inclusion, and social justice through human systems engineering /
edited by Rod D. Roscoe, Erin K. Chiou, Abigail R. Wooldridge.
Description: Boca Raton: CRC Press, 2020. | Includes bibliographical references ­
and index.
Identifiers: LCCN 2019026035 (print) | LCCN 2019026036 (ebook) | ISBN
9781138387980 (hardback) | ISBN 9780429425905 (ebook)
Subjects: LCSH: System design—Social aspects. | Human engineering—Research—­
Social aspects. | Systems engineering—Social aspects. | Multiculturalism. | Social justice.
Classification: LCC T59.7. A37 2020 (print) | LCC T59.7 (ebook) | DDC 303.48/3—dc23
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Contents
Foreword�������������������������������������������������������������������������������������������������������������������ix
Preface: Inclusive Scholarship for Inclusive Systems�������������������������������������������� xiii
Editors������������������������������������������������������������������������������������������������������������������ xxiii
Contributors�����������������������������������������������������������������������������������������������������������xxv

SECTION 1 Understanding and Supporting

Healthy Communities

Chapter 1 Human Systems Engineering for Societal Transformation:

A Tale of Two Cities�����������������������������������������������������������������������������3
Nancy J. Cooke

Chapter 2 Inclusive Decision-Making: Applying Human Factors

Methods to Capture the Needs and Voices of Marginalized
Populations����������������������������������������������������������������������������������������� 11
Jacklin Stonewall, Michael C. Dorneich, Linda Shenk,
Caroline C. Krejci, and Ulrike Passe

Chapter 3 HFE in Underdeveloped Countries: How Do We

Facilitate Equitable, Egalitarian, and Respectful Progress?�������������� 31
Andrew Thatcher and Andrew Todd

Chapter 4 Researcher Reflections on Human Factors and

Health Equity������������������������������������������������������������������������������������� 51
Richard J. Holden, Tammy Toscos, and Carly N. Daley

Chapter 5 The Intersection of Human Factors Engineering and

Health Equity������������������������������������������������������������������������������������� 63
Deliya B. Wesley, Christian Boxley, Stefanie Kurgatt,
Christopher J. King, and Kristen E. Miller

Chapter 6 Using Work Domain Analysis to Advocate for Social Justice:

Meeting the Needs of Resource-Constrained Societies��������������������� 79
Natalie C. Benda and Ann M. Bisantz

v
vi Contents

SECTION 2 Including and Empowering

Diverse People

Chapter 7 A Human Factors Engineer’s Journey Into Enhancing

LGBT Status in Academia��������������������������������������������������������������� 103
Ellen J. Bass

Chapter 8 All Are Welcome but Terms and Conditions Apply������������������������ 109
Audrey Reinert

Chapter 9 “Nothing About Us Without Us” Transforming Participatory

Research and Ethics in Human Systems Engineering��������������������� 113
Rua M. Williams and Juan E. Gilbert

Chapter 10 Ergonomic Analysis of Working Conditions of a Recycler

Community in Medellín, Colombia������������������������������������������������� 135
Yordán Rodríguez and Jaime Gaviria

Chapter 11 Guiding Technology Design to Empower Older Adults to

Actively Engage in Society�������������������������������������������������������������� 151
Maurita T. Harris, Qiong Nie and Wendy A. Rogers

Chapter 12 Inclusive Wearable Design: Developing a Set of

Characteristics of Socially Acceptable BCI Devices
for Women���������������������������������������������������������������������������������������� 171
France Jackson, Isabel Laurenceau and Juan E. Gilbert

SECTION 3 Inspiring Strategies for an Inclusive Future

Chapter 13 Automation, Work, and Racial Equity: How Human Systems

Engineering Can Shape the Future of Work������������������������������������ 191
Shannon C. Roberts, Laurel Smith-Doerr, Shlomo Zilberstein,
Henry Renski, Enobong H. Branch, and Tiamba Wilkerson

Chapter 14 The Learning Research and Development Center Summer

Undergraduate Research Internship: A Diversity Internship in
the Learning Sciences���������������������������������������������������������������������� 215
Natasha Tokowicz
Contents vii

Chapter 15 Facilitating a Sense of Belonging for Women of Color in

Engineering: The Case for Virtual Internships ������������������������������� 221
Golnaz Arastoopour Irgens

Chapter 16 Leading an EDI Strategy in a UK University: Reflections

from an HFE Professional ��������������������������������������������������������������� 241
Sarah Sharples

Chapter 17 Developing an Effective Diversity Training Intervention:

Best Practices and Challenges ��������������������������������������������������������� 247
Preeya Ninan, Jennifer Feitosa, and Fabrice Delice

Chapter 18 Reimagining Community-Based Research and Action in

Human Factors: A Dialogue Across Disciplines ����������������������������� 267
Rupa S. Valdez and David S. Edmunds

Index ...................................................................................................................... 277

Foreword
Advancing Diversity, Inclusion and Social Justice Through Human Systems
Engineering—the title itself speaks volumes about the need for change in how we
approach the art, science, and engineering of all things human factors and ergonom-
ics. This book matters, and I will explain by sharing what might, at first, seem to be a
unique experience. However, this prototypical life experience—negatively impacted
by the bias of sameness and exclusion—is quite common. It manifests in different
ways and in different contexts, including how we prepare scholars in human systems
engineering and other disciplines.
In 1969, I was living in the Philippines. Like many children of career military
personnel stationed overseas, I began my public education in Department of Defense
schools. Having skipped kindergarten, I entered the first grade as the only African
American student in my class. Every Monday, the teacher gave students the same
mimeographed elephants to color. She would select six or seven of the “best” ones to
feature on the bulletin board for the rest of the week. After some weeks of not seeing
my art posted, I decided to look for unspoken rules. I watched and listened from a
distance, because I was ostracized socially. I noticed that the selected elephants were
colored brown, black, or gray and the artists stayed well within the lines; some stu-
dents even traced the lines of the elephant with a heavy hand to mark the boundaries.
In stark contrast, I colored my elephants in many different colors, with spots, stripes,
squares and rainbows. I also colored outside the lines, assuming the lines were just
suggestions and not requirements.
One day, the teacher made it clear that I was the only student whose art had not
met her standards. My chances of being featured on the board were bleak. I made
a regrettable choice that day. As a five-year-old, I decided to conform. The next
Monday, I picked up one black crayon, traced the elephant, and colored within the
lines using a second gray crayon; no other colors, no suns, no moons, and I remained
inside the lines. I turned in my elephant. That afternoon, my elephant was on the bul-
letin board. The teacher announced that this was the very first time Tonya’s elephant
was pretty. Everyone clapped. I was hurt, but I spent the last couple of weeks of
school that year coloring my elephant in the exact same way.
In 2018, I was attending the Human Factors and Ergonomics Society (HFES)
annual meeting and I found myself sitting in a panel related to diversity, inclusion,
and social justice. In the years prior, I had grown weary of how scientific theories
and practices were doing more harm than good because of the privileged lenses
dominating our knowledge domain. The scholars on that panel are the co-editors of
this book. The room was packed. I suddenly saw what I believe to be real progress.
Decades ago, these topics were not well received, and the rooms were not full at all,
because many believed that diversity and inclusion made science less rigorous, less
real, less prestigious. Even at that time we knew of systems and products that com-
pletely ignored differences, testing that only occurred on certain demographics, and
designs intended to be used by users who varied on many important attributes, yet
who were not represented during the development phases. This panel was one of the

ix
x Foreword

first to tie these exclusionary practices to the concept of social justice. When it was
over, I stood up from the back of the room and I cheered loudly. They hit a nerve.
To be our best as human systems engineers (inclusively defined), we need to
embrace diversity and inclusion as underlying principles in everything we do. It is
not about a moral conscience, although that too is important. It is about practicing
rigorous, valid, and innovative human systems engineering from the beginning to
the end of the line of inquiry, while also demonstrating that we respect life and qual-
ity of life, regardless of differences.
While commonality is an important relational motivator, diversity is also impor-
tant. Designing for sameness has led to many, many problems and has set us back
centuries in terms of equity, fairness, and social justice. We have contributed to
disparities, privileged the over-privileged, and further disenfranchised those already
struggling for equity and social justice. We have thrown out the outliers without
thinking about who they are, and we still do not question published studies whose
demographics are either unreported, under-reported or under-representative of the
intended users. We still use theories from engineering and the social sciences built
on tests and measurements based on middle-to-upper class White undergraduate
students. These individuals differ significantly from the majority of the populations
around the world, yet these theories are used to explain, analyze, and even diagnose
everyone else. We have averaged and designed for a central range to the exclusion
of others who deserve consideration, especially because they are not in the central
range. We have imposed linear models on non-linear life circumstances, and we have
transformed quantized human data to force a structure that fits our own ways of see-
ing the world—through the eyes of sameness.
It is time to reckon with these shortcomings. The damage of exclusionary prac-
tices cannot be reversed, but we can stop the cycle and advance our profession
toward rigorous, people-centered, competent approaches that clearly comprise
diversity, inclusion, and social justice as underlying frames. This book is about
deconstructing our mindsets and our knowledge cultures. This book challenges us
to reconstruct our mindsets to be much more effective by embracing the courage to
question what we have been taught and re-examine how we practice what should
be a discipline that truly understands what it really means to design for people.
This book also sends a message to the gatekeepers whose primary purpose is to
perpetuate models of privilege and sameness, often to the detriment of users around
the world. The world looks to us to demonstrate and apply our intellect to enhance
quality of life for all.
Many chapters include narratives from contributors who have both lived experi-
ences and scholarly experiences that guide their decisions about how to integrate
diversity, inclusion, and social justice into their work. It is intriguing to read the rea-
soning given for each case, scenario, project, or approach. From all over the United
States to Colombia to South Africa and other places, these authors capture best prac-
tices and lessons learned. Contributors make clear distinctions between using our
science and engineering for social justice and not just for the vague concept of social
good. Social justice lenses in research often set in motion research actions that are
impactful in ways that advance society more equitably; social good fails to challenge
the status quo.
Foreword xi

The contributors are versed in linguistic framing. Problems are not defined from a
social deficit perspective. When writing about those who have traditionally been left
out of research, the framing communicates a belief that these users or groups bring
value to the world and can teach us something. As a consequence, it is imperative to
find ways to teach and train future professionals to develop intellectual skills around
diversity, inclusion, and social justice. Of particular interest is the choice of which
users or groups to highlight. This book does not simply focus on the usual attri-
butes that continue to steer privilege or marginalization, but also includes the oft-
overlooked diversity and inclusion practices around LGBTQ users and professionals,
intersectional diversity, physical environments, and even disciplinary cultures.
Flashback to HFES 2018, having listened to Drs. Roscoe, Chiou, and Wooldridge,
I wondered why such new scholars in the field embraced such bold ideas so early
in their careers. In my mind as a professor, higher education administrator, and a
program director at a federal agency providing funding to advance knowledge, this
was wonderful! The energy of these three scholars and their absolute commitment to
bringing together scholars from around the world to advance our knowledge domain
gave me high hopes for the profession I love so dearly.
I asked each of the editors to tell me why diversity, inclusion, and social jus-
tice in human systems engineering was so important to them. There was a common
theme of concern around the disconnection between social justice challenges and
the discourse in our knowledge domain, and this connection needed to be estab-
lished. For Dr. Roscoe, this book journey is an opportunity “to bridge my social jus-
tice advocacy and my academic research agenda.” For Dr. Chiou, the book journey
allowed her to reconcile her “personal and professional communities I am in and
have been a part of; because of all that was done for me to feel included or excluded.”
Dr. Wooldridge reflected on how our limited application of systems perspectives led
to the neglect of diversity, inclusion, and social justice factors, which are “fundamen-
tally systems issues created by characteristics of the system elements and interac-
tions between them.” True to the character of each editor, their ultimate goal was to
make our profession more welcoming and inclusive for those who seek to advance
knowledge and practice related to diversity, inclusion, and social justice. Dr. Roscoe
desires these chapters, so graciously provided by contributors, to be inclusive in and
of themselves. Dr. Roscoe stated that the chapters make use of “a blend of scholar-
ship and storytelling, which I hope inspires others to embrace a similar vision for
their work.” Dr. Chiou sees this book as a means “to help humanity realize our col-
lective potential by generating knowledge, sharing knowledge, knowing when and
how to use knowledge.” Dr. Wooldridge sees the book as “one way to pull (or push!)
the field farther along.”
In summary, the reader will gain new perspectives, new tools, new information.
But, the greatest gift of this book is its invitation to build a more inclusive human
systems engineering profession for all. Frankly, I walked away from my reading of
this work and embraced my elephants once again in all their colorful and boundary-
less splendor. We don’t have to color inside the lines or use the same colors every day.
Humans are complex. They are diverse, and diversity matters, especially to those
who have been told to conform, to be like those with power and privilege. No human
user wishes to disappear into the milieu of a dominant culture. Every human wishes
xii Foreword

and deserves to have attributes included in the design and evaluation of systems.
These differences should be foundational to our work so we demonstrate our respect
for all users.
Thanks to the editors and contributors. Truly, this work will help to open the
gates, give us permission to color outside the lines, and move our profession forward
in leaps and bounds.

Tonya Smith-Jackson, PhD, CPE

Senior Vice Provost for Academic Affairs; Interim Director of the Center of
Excellence in Cybersecurity Research, Education and Outreach, North Carolina
Agricultural and Technical State University

Program Director, CISE-Cyber-Human Systems Program, National Science

Foundation Cognizant Program Office, Cultural Cultures in Ethical STEM,
National Science Foundation

Fellow of the Human Factors and Ergonomics Society

Fellow of the Institute of Industrial and Systems Engineers

Preface
Inclusive Scholarship for
Inclusive Systems
Diversity is important for civil society, and much has been written about the chal-
lenges faced by organizations, corporations, and institutions that operate and compete
in increasingly diverse markets. Diversity of thought, capabilities, and knowledge
have provided significant advantages to entities that know how to leverage the col-
lective intelligence and experience of its members to address challenges. Previous
research shows that diverse groups are more productive, innovative, and creative
(Herring, 2009; Van Knippenberg & Schippers, 2007); engage in more critical
analysis and thinking (Antonio et al., 2004; Nemeth, 1995; Sommers, 2006); and
promote growth of equity via mentorship and role models (Institute of Medicine,
National Academy of Sciences & National Academy of Engineering, 2007). Many
people and institutions who seek to broadly improve and sustain human quality of
life have realized the value of diversity.
Diversity has typically referred to variation or differences between group mem-
bers (e.g., a profession, company, or team) in terms of more apparent characteris-
tics (e.g., gender, race, and age) and sometimes less apparent characteristics (e.g.,
culture, thought, and expertise) (Roberson, 2006). Thus, diversity may be achieved
when membership represents a variety of people. However, efforts to assess or attain
the benefits of diversity have further revealed the importance of inclusion—diverse
people and their perspectives must be actively recognized, welcomed, and respected.
In the words of Vernā Myers (Myers, 2012), “diversity is being invited to the party,
and inclusion is being asked to dance.” Finally, from roots in moral and political
philosophy (Rawls, 2001), social justice refers to the purposeful implementation of
structural changes to attain more equitable societies and institutions. Beyond simply
valuing equality (Froehle, 2016), social justice seeks to dismantle systems that create
injustice while simultaneously building systems that enable authentic diversity and
inclusion.

WHAT IS HUMAN SYSTEMS ENGINEERING?

Human systems engineering (HSE) bridges psychology and engineering perspec-
tives to iteratively understand and solve human-centered problems at multiple levels,
which requires understanding and respecting peoples’ needs, goals, abilities, and
limitations within their social and technological contexts (Roscoe et al., 2019). This
work is rooted in empirical disciplines that examine our use of technological sys-
tems, such as human-computer interaction (Jacko, 2012), and disciplines like human
systems integration (Boehm-Davis, Durso, & Lee, 2015) and macroergonomics

xiii
xiv Preface

(Hendrick & Kleiner, 2002) that study the effects of environment, organization,
people, and technology on system design and performance.
We believe that these human-focused and system-oriented approaches are per-
fectly suited to address human-focused and system-oriented threats to diversity
and inclusion, and to generate the necessary knowledge, strategies, and tools for
promoting social justice. For instance, universal design entails designing for indi-
viduals with special physical or cognitive needs (Vanderheiden & Jordan, 2012), and
universal design for learning applies these principles to education (Edyburn, 2010).
Likewise, macroergonomics offers theoretical frameworks and methods to inves-
tigate systemic issues (Hendrick & Kleiner, 2002) such as diversity, inclusion, and
social justice. Cultural ergonomics analyzes interactions between human factors,
ergonomics, design, and the diverse cultural contexts in which these activities occur
(Montague & Perchonok, 2012; Smith-Jackson & Wogalter, 2000).
We chose “human systems engineering” as the titular framing for this book to
emphasize the preceding themes, perspectives, and problem-solving approaches. In
addition, two of the editors (Roscoe and Chiou) are HSE faculty at Arizona State
University. However, other scholars and our chapter contributors are welcome to
refer to “human factors,” “ergonomics,” or other disciplines and terminology—we
wholeheartedly embrace this plurality.

WHY AND HOW DID THIS BOOK COME TO EXIST?

The Human Factors and Ergonomics Society (HFES) has articulated several stra-
tegic goals and values for the organization (HFES, 2019). Among these objectives,
“Goal E” aims to “advance the science and practice of HF/E to address current and
emerging societal problems,” and “Goal G” seeks to “increase diversity across the
society, including the membership and leadership, and participation in conferences
and publications.” Together, these directives drive HFES to lead positive societal
change with respect to diversity, inclusion, and justice. Activities at recent HFES
annual meetings have enacted this vision and were key inspirations for this volume.
At HFES 2017 (Austin, TX), Nancy J. Cooke (Chapter 1) delivered her presiden-
tial address on the transformation of Medellín, Colombia (once the “murder capital
of the world”) via neighborhood integration, public transportation, libraries, schools,
and more. Similarly, Ron Davis offered a compelling keynote lecture on crime, law
enforcement, and relationships between law enforcement and communities in the
United States. Finally, in an emotional Arnold M. Small Lecture in Safety special
session, Victoria Walker (National Center for Missing and Exploited Children) and
Javier Rodriguez (Criminal Investigations Division of the Texas Attorney General)
discussed dire challenges related to child trafficking. The presenters noted the roles
of technology as tools used by perpetrators, tools for education, and tools for track-
ing and prosecuting offenders. One audience member asked, “What can the HFES
community do to help?” We also learned that reviewing trace data (e.g., images and
chat logs) is essential for identifying victims and perpetrators but is also cognitively
and emotionally grueling. However, HF/E techniques (e.g., cognitive task analy-
sis) could assess the needs and processes of analysts and, in turn, identify ways to
quickly train future analysts for both effectiveness and resilience.
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