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[[File:Women Who Code Training.jpg|thumb]]
Computing sector like other [[STEM fields]] lacks diversity in United States. The lack of diversity is caused by two issues 1. [https://techcrunch.com/2021/02/14/examining-the-pipeline-problem/?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAAAkFl6ddY865cv3b9yIefaEfrx9zEq04D9MWGj5H0ybNBmlohm-IU1OMWqKNgnyWejbZaSB2ycjPkh4jhCD7ku1NpTeo99u7mH2twIxtdHFvWmo5GJ7YSnq9av6j0aVNL7NcpS20JcdMz0YP-YQDU88x8Z5u6Lag6qh2tCR_BKP1 pipeline issue]: which refers to the lack of early access to resources and 2.cultural issue: which refers to the [https://www.forbes.com/sites/bonniemarcus/2015/08/12/the-lack-of-diversity-in-tech-is-a-cultural-issue/?sh=56cda47a79a2 exclusive workplace and discriminations.] As technology is becoming omnipresent, the diversity that we see in the tech field can help institutions reduce inequalities in a society.[https://www.dukechronicle.com/article/2020/06/major-madness-racial-and-gender-equity-in-computer-science] To make the field diverse organizations need to address both the issues. [https://www.asme.org/topics-resources/content/11-ways-to-increase-workplace-diversity]
Computing sector like other [[STEM fields]] lacks diversity in United States. The lack of diversity is caused by two issues 1. [https://techcrunch.com/2021/02/14/examining-the-pipeline-problem/?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAAAkFl6ddY865cv3b9yIefaEfrx9zEq04D9MWGj5H0ybNBmlohm-IU1OMWqKNgnyWejbZaSB2ycjPkh4jhCD7ku1NpTeo99u7mH2twIxtdHFvWmo5GJ7YSnq9av6j0aVNL7NcpS20JcdMz0YP-YQDU88x8Z5u6Lag6qh2tCR_BKP1 pipeline issue]: which refers to the lack of early access to resources and 2.cultural issue: which refers to the [https://www.forbes.com/sites/bonniemarcus/2015/08/12/the-lack-of-diversity-in-tech-is-a-cultural-issue/?sh=56cda47a79a2 exclusive workplace and discriminations.] As technology is becoming omnipresent, the diversity that we see in the tech field can help institutions reduce inequalities in a society.[https://www.dukechronicle.com/article/2020/06/major-madness-racial-and-gender-equity-in-computer-science] To make the field diverse organizations need to address both the issues. [https://www.asme.org/topics-resources/content/11-ways-to-increase-workplace-diversity]


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== Factors contributing to underrepresentation ==
== Factors contributing to underrepresentation ==
There are two reported reasons for lack of participation of women and minorities in the computing sector. First reason is the lack of early exposure to resources like computers, internet connections and experiences such as computer courses. <ref name=":032">{{Cite journal|date=2013|title=Women and Minorities in Computer Science Majors: Results on Barriers from Interviews and a Survey|journal=Issues in Information Systems|doi=10.48009/1_iis_2013_143-152|issn=1529-7314|doi-access=free}}</ref> Research show that [[digital divide]] acts as a factor, students who do not already have skills with computers upon entering college are at a disadvantage in computing majors,<ref>{{Cite journal|last1=Sax|first1=Linda J.|last2=Ceja|first2=Miguel|last3=Teranishi|first3=Robert T.|date=2006|title=Technological Preparedness among Entering Freshmen: The Role of Race, Class, and Gender|url=http://dx.doi.org/10.2190/4k49-vqw7-ur8p-8haw|journal=Journal of Educational Computing Research|volume=24|issue=4|pages=363–383|doi=10.2190/4k49-vqw7-ur8p-8haw|issn=0735-6331}}</ref> and access to computers is influenced by demographic data such as ethnic background.<ref name=":132">{{Cite journal|last1=N. Morgan|first1=James|last2=A. VanLengen|first2=Craig|date=2005|title=The Digital Divide and K-12 Student Computer Use|url=http://dx.doi.org/10.28945/2926|journal=Proceedings of the 2005 InSITE Conference|publisher=Informing Science Institute|doi=10.28945/2926}}</ref> The problem of lack of resources is compounded with lack of exposure to courses and pieces of information that can lead to successful computing career. A survey of students at [[University of Maryland Eastern Shore]] and [[Howard University]], two [[Historically black colleges and universities|historically black universities]], found that the majority of students were not "counseled about computer related careers" either before or during college. The same study (this time only surveying UMES students) found that less women than men had learned about computers and programming in high school. The researchers have concluded that these factors could contribute to lower numbers of women and minorities choosing to pursue computing degrees.<ref>{{Cite journal|last1=A. Buzzetto-More|first1=Nicole|last2=Ukoha|first2=Ojiabo|last3=Rustagi|first3=Narendra|date=2010|title=Unlocking the Barriers to Women and Minorities in Computer Science and Information Systems Studies: Results from a Multi-Methodolical Study Conducted at Two Minority Serving Institutions|journal=Journal of Information Technology Education: Research|volume=9|pages=115–131|doi=10.28945/1167|issn=1547-9714|doi-access=free}}</ref>
There are two reported reasons for lack of participation of women and minorities in the computing sector. First reason is the lack of early exposure to resources like computers, internet connections and experiences such as computer courses. <ref name=":032">{{Cite journal|date=2013|title=Women and Minorities in Computer Science Majors: Results on Barriers from Interviews and a Survey|journal=Issues in Information Systems|doi=10.48009/1_iis_2013_143-152|issn=1529-7314|doi-access=free}}</ref> Research show that [[digital divide]] acts as a factor, students who do not already have skills with computers upon entering college are at a disadvantage in computing majors,<ref>{{Cite journal|last1=Sax|first1=Linda J.|last2=Ceja|first2=Miguel|last3=Teranishi|first3=Robert T.|date=2006|title=Technological Preparedness among Entering Freshmen: The Role of Race, Class, and Gender|url=http://dx.doi.org/10.2190/4k49-vqw7-ur8p-8haw|journal=Journal of Educational Computing Research|volume=24|issue=4|pages=363–383|doi=10.2190/4k49-vqw7-ur8p-8haw|issn=0735-6331}}</ref> and access to computers is influenced by demographic data such as ethnic background.<ref name=":132">{{Cite journal|last1=N. Morgan|first1=James|last2=A. VanLengen|first2=Craig|date=2005|title=The Digital Divide and K-12 Student Computer Use|url=http://dx.doi.org/10.28945/2926|journal=Proceedings of the 2005 InSITE Conference|publisher=Informing Science Institute|doi=10.28945/2926}}</ref> The problem of lack of resources is compounded with lack of exposure to courses and pieces of information that can lead to successful computing career. A survey of students at [[University of Maryland Eastern Shore]] and [[Howard University]], two [[Historically black colleges and universities|historically black universities]], found that the majority of students were not "counseled about computer related careers" either before or during college. The same study (this time only surveying UMES students) found that less women than men had learned about computers and programming in high school. The researchers have concluded that these factors could contribute to lower numbers of women and minorities choosing to pursue computing degrees.<ref>{{Cite journal|last1=A. Buzzetto-More|first1=Nicole|last2=Ukoha|first2=Ojiabo|last3=Rustagi|first3=Narendra|date=2010|title=Unlocking the Barriers to Women and Minorities in Computer Science and Information Systems Studies: Results from a Multi-Methodolical Study Conducted at Two Minority Serving Institutions|journal=Journal of Information Technology Education: Research|volume=9|pages=115–131|doi=10.28945/1167|issn=1547-9714|doi-access=free}}</ref>
[[File:Adult-coding-collaborate-1181472.jpg|left|thumb]]


Other reported issue that leads to the homogeneity of the computing sector is the cultural issue caused by factors like discrimination at workplace. This school of thought cites that the problem is very much rooted in how employees identifying themselves as minorities are treated in the workplace. For participants to excel in a tech-related course or career, the sense of belonging matters more than pre-gained knowledge. That is reflected in, “The Great Resignation” that took place in the US during the COVID-19 pandemic. In a survey of 2,030 workers between the ages of 18 and 28 conducted in July, the company found that 50% said they had left or wanted to leave tech or IT job “because the company culture made them feel unwelcome or uncomfortable,” with a higher percentage of women and Asian, Black, and Hispanic respondents each saying they had such an experience.[https://www.fastcompany.com/90665530/great-resignation-tech-diversity] In most cases, the workplaces not only lack a sense of belonging but are also unsafe. Research conducted by Dice, a tech career hub showed that more than 50% of women faced sexual discrimination in tech companies.[https://www.fairplaytalks.com/2021/03/24/dice-shares-inequality-racial-discrimination-perspectives-in-tech/]  A pilot program that was done to understand different elements that affect minorities during a STEM course which showed that increased mentorship and support were an important factor for the completion of the course.  
Other reported issue that leads to the homogeneity of the computing sector is the cultural issue caused by factors like discrimination at workplace. This school of thought cites that the problem is very much rooted in how employees identifying themselves as minorities are treated in the workplace. For participants to excel in a tech-related course or career, the sense of belonging matters more than pre-gained knowledge. That is reflected in, “The Great Resignation” that took place in the US during the COVID-19 pandemic. In a survey of 2,030 workers between the ages of 18 and 28 conducted in July, the company found that 50% said they had left or wanted to leave tech or IT job “because the company culture made them feel unwelcome or uncomfortable,” with a higher percentage of women and Asian, Black, and Hispanic respondents each saying they had such an experience.[https://www.fastcompany.com/90665530/great-resignation-tech-diversity] In most cases, the workplaces not only lack a sense of belonging but are also unsafe. Research conducted by Dice, a tech career hub showed that more than 50% of women faced sexual discrimination in tech companies.[https://www.fairplaytalks.com/2021/03/24/dice-shares-inequality-racial-discrimination-perspectives-in-tech/]  A pilot program that was done to understand different elements that affect minorities during a STEM course which showed that increased mentorship and support were an important factor for the completion of the course.  


== Increasing diversity ==
== Increasing diversity ==
[[File:Microsoft Linux.jpg|thumb]]
Institutions working to improve diversity in the computing sector are focusing to increase the access to resources and build a sense of belonging for minorities. <ref name=":02">{{Cite web|title=U.S. Census Bureau QuickFacts: United States|url=https://www.census.gov/quickfacts/fact/table/US/LFE046217|access-date=2019-09-29|website=www.census.gov|language=en}}</ref> One organization working toward this goal is [[EarSketch]], an educational coding program that allows users to produce music by coding in [[JavaScript]] and [[Python (programming language)|Python]]. Its aim is to spark interest in programming and computer science in a wider range of students and "to attract different demographics especially girls."<ref>{{Cite web|date=2016-12-12|title=Georgia Tech's EarSketch Uses Music To Teach Students Coding|url=https://www.wabe.org/georgia-techs-earsketch-uses-music-teach-students-coding/|access-date=2021-04-21|website=90.1 FM WABE|language=en-US}}</ref> The nonprofit [[Black Girls Code]] is working to encourage and empower black girls and girls of color to enter the world of computing by teaching them to code.<ref>{{Cite web|last=Robehmed|first=Natalie|title=Black Girls Code Tackles Tech Inclusion|url=https://www.forbes.com/sites/natalierobehmed/2013/08/30/black-girls-code-tackles-tech-inclusion/|access-date=2021-04-21|website=Forbes|language=en}}</ref><ref>{{Cite web|title=Black Girls Code, BlackGirlsCode, Women of Color in Technology|url=https://www.blackgirlscode.com/|url-status=live|access-date=2021-04-21|website=Black Girls Code imagine. build. create.|language=en}}</ref> Another way to widen access to resources is by increasing equality in access to computers. Students who use computers in school settings are more likely to use them outside the classroom, so bringing computers into the classroom improves students' computer literacy.<ref name=":12">{{Cite web|title=Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity|url=https://www.bls.gov/cps/cpsaat11.htm|access-date=2019-09-29|website=www.bls.gov}}</ref>
Institutions working to improve diversity in the computing sector are focusing to increase the access to resources and build a sense of belonging for minorities. <ref name=":02">{{Cite web|title=U.S. Census Bureau QuickFacts: United States|url=https://www.census.gov/quickfacts/fact/table/US/LFE046217|access-date=2019-09-29|website=www.census.gov|language=en}}</ref> One organization working toward this goal is [[EarSketch]], an educational coding program that allows users to produce music by coding in [[JavaScript]] and [[Python (programming language)|Python]]. Its aim is to spark interest in programming and computer science in a wider range of students and "to attract different demographics especially girls."<ref>{{Cite web|date=2016-12-12|title=Georgia Tech's EarSketch Uses Music To Teach Students Coding|url=https://www.wabe.org/georgia-techs-earsketch-uses-music-teach-students-coding/|access-date=2021-04-21|website=90.1 FM WABE|language=en-US}}</ref> The nonprofit [[Black Girls Code]] is working to encourage and empower black girls and girls of color to enter the world of computing by teaching them to code.<ref>{{Cite web|last=Robehmed|first=Natalie|title=Black Girls Code Tackles Tech Inclusion|url=https://www.forbes.com/sites/natalierobehmed/2013/08/30/black-girls-code-tackles-tech-inclusion/|access-date=2021-04-21|website=Forbes|language=en}}</ref><ref>{{Cite web|title=Black Girls Code, BlackGirlsCode, Women of Color in Technology|url=https://www.blackgirlscode.com/|url-status=live|access-date=2021-04-21|website=Black Girls Code imagine. build. create.|language=en}}</ref> Another way to widen access to resources is by increasing equality in access to computers. Students who use computers in school settings are more likely to use them outside the classroom, so bringing computers into the classroom improves students' computer literacy.<ref name=":12">{{Cite web|title=Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity|url=https://www.bls.gov/cps/cpsaat11.htm|access-date=2019-09-29|website=www.bls.gov}}</ref>


Revision as of 17:38, 5 December 2021

Computing sector like other STEM fields lacks diversity in United States. The lack of diversity is caused by two issues 1. pipeline issue: which refers to the lack of early access to resources and 2.cultural issue: which refers to the exclusive workplace and discriminations. As technology is becoming omnipresent, the diversity that we see in the tech field can help institutions reduce inequalities in a society.[1] To make the field diverse organizations need to address both the issues. [2]

Statistics

While women represent 50.8% of the total population of the United States,[1] they make up only 25.6% of computer and mathematical occupations and 27% of computer and information systems manager occupations.[2] African Americans represent 13.4% of the population,[1] but hold 8.4% of computer and mathematical occupations.[2] Hispanic or Latino people make up 18.3% of the population,[1] but constitute only 7.5% of the people in these jobs.[2] Meanwhile, white people are 60.4%-76.5% of the population of the United States, and represent 67% of computer and mathematical occupations and 77% of computer and information system information system manager occupations.[2] Asians, representing 5.9% of the population,[1] hold 22% of computer and mathematical jobs and are 14.3% of all computer and information system managers.[2]

Factors contributing to underrepresentation

There are two reported reasons for lack of participation of women and minorities in the computing sector. First reason is the lack of early exposure to resources like computers, internet connections and experiences such as computer courses. [3] Research show that digital divide acts as a factor, students who do not already have skills with computers upon entering college are at a disadvantage in computing majors,[4] and access to computers is influenced by demographic data such as ethnic background.[5] The problem of lack of resources is compounded with lack of exposure to courses and pieces of information that can lead to successful computing career. A survey of students at University of Maryland Eastern Shore and Howard University, two historically black universities, found that the majority of students were not "counseled about computer related careers" either before or during college. The same study (this time only surveying UMES students) found that less women than men had learned about computers and programming in high school. The researchers have concluded that these factors could contribute to lower numbers of women and minorities choosing to pursue computing degrees.[6]

Other reported issue that leads to the homogeneity of the computing sector is the cultural issue caused by factors like discrimination at workplace. This school of thought cites that the problem is very much rooted in how employees identifying themselves as minorities are treated in the workplace. For participants to excel in a tech-related course or career, the sense of belonging matters more than pre-gained knowledge. That is reflected in, “The Great Resignation” that took place in the US during the COVID-19 pandemic. In a survey of 2,030 workers between the ages of 18 and 28 conducted in July, the company found that 50% said they had left or wanted to leave tech or IT job “because the company culture made them feel unwelcome or uncomfortable,” with a higher percentage of women and Asian, Black, and Hispanic respondents each saying they had such an experience.[3] In most cases, the workplaces not only lack a sense of belonging but are also unsafe. Research conducted by Dice, a tech career hub showed that more than 50% of women faced sexual discrimination in tech companies.[4]  A pilot program that was done to understand different elements that affect minorities during a STEM course which showed that increased mentorship and support were an important factor for the completion of the course.  

Increasing diversity

Institutions working to improve diversity in the computing sector are focusing to increase the access to resources and build a sense of belonging for minorities. [7] One organization working toward this goal is EarSketch, an educational coding program that allows users to produce music by coding in JavaScript and Python. Its aim is to spark interest in programming and computer science in a wider range of students and "to attract different demographics especially girls."[8] The nonprofit Black Girls Code is working to encourage and empower black girls and girls of color to enter the world of computing by teaching them to code.[9][10] Another way to widen access to resources is by increasing equality in access to computers. Students who use computers in school settings are more likely to use them outside the classroom, so bringing computers into the classroom improves students' computer literacy.[11]

Since workplace discrimination is also seen to cause lack of diversification of careers related to STEM, making changes to that aspect will also help increasing diversity in the sector. Big tech organizations like Microsoft and Facebook are publishing diversity reports and investing in programs to make their companies more diverse. [5]

See also

References

  1. ^ a b c d "U.S. Census Bureau QuickFacts: United States". www.census.gov. Retrieved 2019-09-29.
  2. ^ a b c d e "Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity". www.bls.gov. Retrieved 2019-09-29.
  3. ^ "Women and Minorities in Computer Science Majors: Results on Barriers from Interviews and a Survey". Issues in Information Systems. 2013. doi:10.48009/1_iis_2013_143-152. ISSN 1529-7314.
  4. ^ Sax, Linda J.; Ceja, Miguel; Teranishi, Robert T. (2006). "Technological Preparedness among Entering Freshmen: The Role of Race, Class, and Gender". Journal of Educational Computing Research. 24 (4): 363–383. doi:10.2190/4k49-vqw7-ur8p-8haw. ISSN 0735-6331.
  5. ^ N. Morgan, James; A. VanLengen, Craig (2005). "The Digital Divide and K-12 Student Computer Use". Proceedings of the 2005 InSITE Conference. Informing Science Institute. doi:10.28945/2926.
  6. ^ A. Buzzetto-More, Nicole; Ukoha, Ojiabo; Rustagi, Narendra (2010). "Unlocking the Barriers to Women and Minorities in Computer Science and Information Systems Studies: Results from a Multi-Methodolical Study Conducted at Two Minority Serving Institutions". Journal of Information Technology Education: Research. 9: 115–131. doi:10.28945/1167. ISSN 1547-9714.
  7. ^ "U.S. Census Bureau QuickFacts: United States". www.census.gov. Retrieved 2019-09-29.
  8. ^ "Georgia Tech's EarSketch Uses Music To Teach Students Coding". 90.1 FM WABE. 2016-12-12. Retrieved 2021-04-21.
  9. ^ Robehmed, Natalie. "Black Girls Code Tackles Tech Inclusion". Forbes. Retrieved 2021-04-21.
  10. ^ "Black Girls Code, BlackGirlsCode, Women of Color in Technology". Black Girls Code imagine. build. create. Retrieved 2021-04-21.{{cite web}}: CS1 maint: url-status (link)
  11. ^ "Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity". www.bls.gov. Retrieved 2019-09-29.


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