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Diversity in computing

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The computing sector, like other STEM fields, lacks diversity in the United States. The lack of diversity is caused by two issues:

1. Pipeline: the lack of early access to resources [1]

2. Culture: exclusivity and discrimination in the workplace [2]

As technology is becoming omnipresent, diversity in the tech field could help institutions reduce inequalities in society. [3] To make the field more diverse, organizations need to address both issues. [4]

Statistics

While women represent 50.8% of the total population of the United States,[5] they make up only 25.6% of computer and mathematical occupations and 27% of computer and information systems manager occupations.[6] African Americans represent 13.4% of the population,[5] but hold 8.4% of computer and mathematical occupations.[6] Hispanic or Latino people make up 18.3% of the population,[5] but constitute only 7.5% of the people in these jobs.[6] 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 systems manager occupations.[6] Asians, representing 5.9% of the population,[5] hold 22% of computer and mathematical jobs and are 14.3% of all computer and information systems managers.[6]

Factors contributing to underrepresentation

There are two reported reasons for the lack of participation of women and minorities in the computing sector. The first reason is the lack of early exposure to resources like computers, internet connections and experiences such as computer courses. [7] Research shows that the digital divide acts as a factor; students who do not already have computer skills upon entering college are at a disadvantage in computing majors,[8] and access to computers is influenced by demographics, such as ethnic background.[9] The problem of lack of resources is compounded with lack of exposure to courses and information that can lead to a 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 fewer 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.[10]

Another reported issue that leads to the homogeneity of the computing sector is the cultural issue of discrimination at the workplace and how minorities are treated. For participants to excel in a tech-related course or career, their sense of belonging matters more than pre-gained knowledge. That was 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 2021, the company found that 50% said they had left or wanted to their 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.[11] 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 harassment in tech companies.[12] A pilot program that was done to understand different elements that affect minorities during a STEM course showed that increased mentorship and support was an important factor for the completion of the course.  

Increasing diversity

Institutions working to improve diversity in the computing sector are focusing on increasing access to resources and building a sense of belonging for minorities. [13] 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 for a wider range of students and "to attract different demographics, especially girls."[14] 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 how to code.[15][16] 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.[17]

Since workplace discrimination causes lack of diversity in STEM, changing that would increase diversity in the sector. Big tech companies like Microsoft and Facebook are publishing diversity reports and investing in programs to make their companies more diverse.[18]

Additionally, while companies dedicating resources to initiatives designed to promote diversity within their workplaces is a great start, there is more that tech companies can do. The American Association of University Women (AAUW) published a set of proposals for STEM employers to adopt, aimed at enhancing diversity within their organizations:

  1. Sustain effective management practices that are equitable, consistent, and promote a healthy work environment.
  2. Administer and advocate for diversity and affirmative action policies.
  3. Minimize the detrimental effects of gender bias.
  4. Foster a sense of inclusion and belonging.
  5. Allow employees the opportunity to work on projects or initiatives that have social significance.[19]

See also

References

  1. ^ "Examining the "Pipeline Problem"".
  2. ^ "Diversity in Tech Is a Cultural Issue"". Forbes.
  3. ^ ""Major Madness: Racial and Gender Equity in Computer Science"".
  4. ^ ""11 Ways to Increase Workplace Diversity"".
  5. ^ a b c d "U.S. Census Bureau QuickFacts: United States". www.census.gov. Retrieved 2019-09-29.
  6. ^ a b c d e "Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity". www.bls.gov. Retrieved 2019-09-29.
  7. ^ "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.
  8. ^ 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. S2CID 61731808.
  9. ^ 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.
  10. ^ 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.
  11. ^ ""One Reason for the Tech Industry's 'Great Resignation': Lack of Diversity"".
  12. ^ ""Dice Reports High Levels of Inequality and Discrimination in Tech"".
  13. ^ "U.S. Census Bureau QuickFacts: United States". www.census.gov. Retrieved 2019-09-29.
  14. ^ "Georgia Tech's EarSketch Uses Music To Teach Students Coding". 90.1 FM WABE. 2016-12-12. Retrieved 2021-04-21.
  15. ^ Robehmed, Natalie. "Black Girls Code Tackles Tech Inclusion". Forbes. Retrieved 2021-04-21.
  16. ^ "Black Girls Code, BlackGirlsCode, Women of Color in Technology". Black Girls Code imagine. build. create. Archived from the original on 2011-10-31. Retrieved 2021-04-21.
  17. ^ "Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity". www.bls.gov. Retrieved 2019-09-29.
  18. ^ "How Top Tech Companies Are Addressing Diversity and Inclusion".
  19. ^ Corbett, Christianne (2015). Solving the equation : the variables for women's success in engineering and computing. Catherine Hill, American Association of University Women, Southern Association of College Women. Washington, DC. ISBN 978-1-879922-45-7. OCLC 921186471.{{cite book}}: CS1 maint: location missing publisher (link)


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