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What can LIS offer Men and Women in the Pipeline for Technology Careers?

Claire McInerney, PhD

Acting Dean

School of Communication & Information

Rutgers, the State University of New Jersey

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- Recent research,

- Opportunities for students,

- Recommendations for LIS educators.

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What does the research tell us?

There are still gender inequities in CS and CE.

The inequities are not as great in information programs, though, including:– I studies,– I-science,– Informatics,– Information technology

All of which are offered in iSchools or LIS programs.

Source: National Girls Collaboration Project http://www.ngcproject.org/about-ngcp

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“Boys invent things, and girls use the things that boys invent.”

In their seminal book Unlocking the Clubhouse: Women in Computing (2002), Margolis and Fisher point to a message that appeared in a book published in

1970:

Book Title - I’m Glad I’m a Boy! I’m Glad I’m a Girl! (Whitney, 1970)

“Boys invent things, and girls use the things that boys invent.”

was a gendered message presented for children, and that the message remains uncomfortably true today, said the authors. Twelve years later, it may still be true.

Margolis, J. & Fisher, A. Unlocking the clubhouse: Women in Computing. (2002). Cambridge, MA: The MIT Press, p. 2.Whitney, D., Jr. (1970). I’m glad I’m a boy! I’m glad I’m a girl! NY: Simon and Schuster.

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“Instead of narrowing gender gaps, the [IT]technology industry created vast new ones for Stanford University’s pioneering class of 1994.”

In a December 23, 2014 article in the New York Times, Jodi Kantor wrote that the class of 1994 of Stanford University, the year the Web was invented, produced many men who became pioneers in the IT industry, but that few women followed that career path. This is what we know 20 years later.Kantor, J. (2014, Dec. 23). “A brand new world in which men ruled.” The New York Times, http://www.nytimes.com

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Snapshot: state of girls and women in STEMACADEMICS

K-12 Education Higher EducationGirls and boys do not differ in abilities in math and science, but differ in interest and confidence in STEM subjects.

In advanced courses –

Biology courses: 50% females; 39% malesPhysics courses: 36% females; 42% malesEngineering courses: 1% females; 6% males

Source: http://www.ngcproject.orgNational Girls Collaborative Project

Source: http://www.ncwit.orgNational Center for women & Information Technology

57% of 2012 undergraduate degree recipients who were women.18% of 2012 Computer and Information Sciences undergrad degree recipients who were women.12% of 2012 Computer Science undergrad degree recipients at major research universities who were women.

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Snapshot: state of girls and women in STEMACADEMICS

It hasn’t always been this way…in the 80’s numbers of women in CS and IT were higher.

There has been a 64% decline in the number of first year undergraduate women interested in majoring in Computer Science between 2000 and 2012.

However,

In undergrad information science, IT and informatics degree programs 42% of graduates in the Taulbee survey were women, and 58% of graduates were men (2014).

Source: http://www.ncwit.org Zweben, S. & Bizot, B. (2014, May). “2013 TalbeeNational Center for women & Information Technology Survey.” Computing Research News, 26:5, pp. 10 - 55.

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Snapshot: state of girls and women in the ITWORKFORCE

Source: Ashcraft, C. (2014). “Technology & sexuality – What’s the connection?” Learning Media and Technology.

Source:

Women’s participation in technology professions:

1990-1991 – Women comprised 37% of the workforce in this sector

2012 – Women comprised 25% of the workforce in this sector

[Bureau of Labor Statistics, 2012]

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There’s evidence that things can change.

What are the benefits of including different genders in IT university programs and in the information technology (IT) workforce?

Where does inclusive change begin?

How can academics effect change by including all genders and by encouraging those who hire to do so based on education, skills and experience? Source: Women in Technology website

www.womenintechnology.org

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What are the New Opportunities for Students?

What are some new job titles and career paths that are suited to iSchool or LIS graduates?

Digital archivist or Digital photo curator Data scientist --- Data curator Database manager Visualization or Info-graphics manager Knowledge management specialist Blog manager (e.g. I need a library job, curated by Naomi House) Social media manager Online marketing manager Digital assets manager Director of emerging technologies Business intelligence analyst

Sources: Ard, Constance. (2014). Corporate libraries: Basic principles in a changing landscape. London: The Ark Group; National Center for Women in Information Technology website, http://www.ncwit.org/; iNSIGHTS, University of Texas, School of Information magazine.

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What are the New Opportunities for Students?

LIS/iSchool educators can make the case for our degrees and programs as solid educational backgrounds for new kinds of IT careers and new jobs that are needed now in society.

The connections between LIS/iSchool and STEM may not be obvious, so we must take on the “burden of communication.”

As we organize practica, internships, and independent studies, we may need to seek out opportunities in these fields as well.

Source: National Center for Women in Information Technology (http://www.ncwit.org/)

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Recruiting women in LIS technology or IT programs

(Research-based best practices)

Have prospective women students meet with faculty who understand diversity.

Arrange for women graduate students to meet with prospective women students, and reward them for doing so.

Cultivate and publicize the inclusive aspects of department culture.

Publicize the social applications of faculty research.

Assemble a broader applicant pool. Utilize diversity training to increase

awareness of effective actions and ways o avoid bias.

Source: National Girls Collaboration Project http://www.ngcproject.org/about-ngcp

Source: Lord, H. & Cohoon, J.M. (2007). Recruiting and retaining women graduate students in computer science and engineering. Report on Research Findings and Workshop Recommendations, October 8, 2006. Washington, DC: CRA.

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Recommendations for LIS faculty for including more gender diversity in IT/LIS student cohorts:

Consider LIS/IT as STEM Know the resources & the research

in order to bolster arguments for funding.

Advocate for girls and women – make alliances with other university units to join forces (e.g. computer science, women’s and gender studies)

Recruit actively, including among middle school/high school students.

Mentor, motivate, and support – role models are key.

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Simplistic answers are not completely successful in reducing barriers for girls/women and other underrepresented groups in ICT programs and careers.

Dr. Catherine Ashcraft, University of Colorado’s National Center for Women & Information Technology, has a great deal to say about how we need to understand the complexities that young people face in constructing an identity. There are mitigating factors regarding sexuality and information technology that present barriers for women, underrepresented groups, LGBT and trans students that may be difficult for them to navigate. Study, research and understanding in these areas are necessary.

Source: http://www.ncwit.org/profile/catherine-ashcraft

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Men and women can serve in IT careers side by side.

Inclusive programs like those accredited by ALA and endorsed by the iSchool organization can be the entry point for those professions. Source: Harmon, A. (2012, June 19). Women in American

Computing. The New Agenda websitehttp://www.thenewagenda.net/2012/06/19/women-in-american-computing/

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- Ashcraft, C. (2014). Technology and sexuality – what’s the connection? Addressing youth sexualities in efforts to increase girls’ participation in computing. Learning, Media and Technology, 1–21. doi:10.1080/17439884.2014.933847

- Ashcraft, C., DuBow, W., Eger, E., Blithe, S., & Sevier, B. (2013). Male Advocates and Allies: Promoting Gender Diversity in Technology Workplaces. Boulder, CO: National Center for Women & Information Technology. Retrieved from http://www.ncwit.org/resources/male-advocates-and-allies-promoting-gender-diversity-technology-workplaces

- Barker, L.J. & W. Aspray, W. (2006). The state of research on girls and IT. In Women and Information Technology: Research on Underrepresentaion. Ed. by J.M. Cohoon and W. Aspray. Cambridge: MIT Press, pp. 3 – 54.

- Harmon, A. (2012, June 19). Women in American computing. The new agenda: a voice for all women website. Retrieved from http://www.thenewagenda.net/2012/06/19/women-in-american-computing/ - Hill, C., Corbett, C., & St. Rose, A. (2010). Why So Few? Women in Science, Technology, Engineering, and Mathematics. Washington, DC: American Association of University Women. Retrieved from http://www.aauw.org/research/why-so-few/

- Lord, H., & Cohoon, J. M. (2006). Recruiting and Retaining Women Graduate Students in Computer Science and Engineering. Washington, DC: Computing Research Association. Retrieved from http://cra.org/uploads/documents/resources/workforce_history_reports/gradrr07.pdf

- McInerney, C.R., DiDonato, N. & Giagnacova, R., & O’Donnell, A. (2008). Factors that influence undergraduate students in the choice of information technology majors and careers. Information Technology, Learning, and Performance Journal, 24 (2), 35 – 53.

- National Center for Women & Information Technology. (2011). Computing Education and Future Jobs: A Look at National, State & Congressional District Data. Boulder, CO. Retrieved from http://www.ncwit.org/resources/computing-education-and-future-jobs-look-national-state-congressional-district-data

Resources

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- National Center for Women & Information Technology. (2014). Women in IT: By the Numbers. Boulder, CO. Retrieved from http://www.ncwit.org/resources/numbers

- National Science Foundation. (2014). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013. Arlington, VA. Retrieved from http://www.nsf.gov/statistics/wmpd/2013/

- NCWIT Scorecard: A Report on the Status of Women in Information Technology. (2014, April 18). Retrieved from http://www.ncwit.org/resources/ncwit-scorecard-report-status-women-information-technology

- State of Girls and Women in STEM. (2013, June). Retrieved from http://www.ngcproject.org/statistics

- Stross, R. (2008, November 16). What Has Driven Women Out of Computer Science? The New York Times. Retrieved from http://www.nytimes.com/2008/11/16/business/16digi.html

- Vegso, J. (2008, June 17). CRA Taulbee Trends: Female Students & Faculty. Retrieved from http://archive.cra.org/info/taulbee/women.html

- Zweben, S., & Bizot, B. (2014). CRA Taulbee Survey 2013. Computing Research News, 26(5), 10–55.

Resources (continued)

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Contact Information:

Claire McInerney clairemc@rutgers.edu clairemc @ rutgers.edu

http://comminfo.rutgers.edu comminfo dot rutgers dot edu

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What can LIS offer Men and Women in the Pipeline for Technology Careers?

Claire McInerney, PhD

Acting Dean

School of Communication & Information

Rutgers, the State University of New Jersey