Attracting and Retaining Women in IT
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Globally, women count for around 20% to 25% of the IT workforce. Why is this? This presentation explores what we need to do to attract and retain more women into the IT industry.
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Attracting and Retaining Women in IT
- 1. Attracting and Retaining Women in IT Gail Sturgess TalentAlign
- 2. Timeline 1966 – Started in IT 1972 – Started Programming 1976 – Business Analyst 1978 – MBA 1983 – Marketing / Sales 1991 – Exec Director – CSSA (IITPSA) and ITUC 1995 – Founder Member of NITF 1995 – Founded and Chaired ITSGB 1996 – Drafter of SA Position Paper to ISAD 1996 – SA Delegation to ISAD 1997 – SA Delegation to Global Knowledge 2001 – Became Entrepreneur 2006 – Created IT Competency Framework 2006 – Created ITJobCompiler™ 2013 – Still going strong ….
- 4. IT Industry • SA IT Industry – Cause for Concern – IT Competitiveness – Outsourcing Destination – Economic Growth
- 5. Women in IT Today • In US – 1.4 milliion IT jobs by 2018 – 50% US students • Women own – 41 % private firms – 28 % professional, scientific, and technical services – < 5% of IT firms • 25% technical employees – 9% in management positions • 56% AP test takers – 46% AP Calculus – 19% AP Computer Science • 57% undergraduate degrees – 52% math and science – 42% math and statistics – 40% physical science degrees – 18% Computer Science
- 6. Women in IT Today • In SA – 2.7% students - maths and science higher grade – <50% women • TIMSS 1995 – SA last / 41 – SA mean = 351 – International mean = 513 – < 2% achieved international mean • TIMSS-R 1999 – Grade 8 learners mean score of 275 – International mean = 487 – South African < Morocco, Tunisia, Chile, Indonesia, Malaysia, Philippines • TIMSS-R 2003 – No improvement • DoE, 2002 – Grade 4 learners average 30% for numeracy • Monitoring Learner Achievement (MLA) - UNESCO and UNICEF, 2005 – Grade 4 African learners – SA = 30% – Behind Tunisia, Mauritius, Malawi, Zambia, and Senegal
- 7. Why Girls feel Excluded • Computing curriculum – Irrelevant, abstract – Pedagogies discourage collaboration – Lack of opportunities - take risks, make mistakes – Heavy reliance on lecturing – Interactions that discourage girls’ participation.
- 8. Why Girls feel Excluded • Collaboration Discouraged – Equated with cheating or plagiarism – Over emphasise individual achievement – Standardized testing – Collaboration • Improves students’ computing skills • Improve girls’ experiences – Students working together - not enough – Teachers need creating the conditions • Productive collaborations
- 9. Why Girls feel Excluded • Emphasis on Speed, Breadth, Task Competence – Fluency: • Understand underlying concepts • Ability to transfer this understanding to new problems and situations – Negatively impact students – Depth and Fluency
- 10. Why Girls feel Excluded • Unconscious Biases – Teacher beliefs – Teacher reinforcement – Teach expectations – Racial biases • Non-whites feel teachers unsupportive – Socio-economic • Lack of opportunities
- 11. Why Girls feel Excluded • Uncomfortable Classroom Environment – Societal Issues • Science is a “boys” subject • “Computing” is masculine • Classroom dominated by boys • Girls influenced by “societal” factors • Don’t want to be only girl – Physical environment • “Geeky” decorations • Virtual classrooms – Prior experience
- 12. Why Girls feel Excluded • Families, Communities, and Role Models – Parental / familial career • Girls – 75% • Boys – 29% • Parents encourage boys in CS • Fathers more likely to work in STEM • Reinforce “masculine” career
- 13. Why Girls feel Excluded Families, Communities, and Role Models • Early Exposure at Home – More boys use computers • Start at younger age • Use more Internet • More Hours / Day • Have more games • Higher “creative construction” • More early programming experience • More confident • Experience and Confidence key for Career
- 14. Why Girls feel Excluded Families, Communities, and Role Models • Larger Community – Access – High School opportunities – Family resources – AP tests • Females lower • Non-white lower
- 15. Why Girls feel Excluded Families, Communities, a nd Role Models • Role Models – Availability and Exposure – Affluence matters – Combination of male and female • “Relatable” • “Fit in”
- 16. Why Girls feel Excluded Peer Influences • Strongest in teenage years • Stronger than parental • Recruit “groups” into CS • Reduce effects of stereotypes • Increase confidence BUT • Single girl • Perceived as “nerd” • Don’t play games with boys All Girl Environments • Increased confidence • Improved outcomes • More academic interest “ I think sometimes girls don’t want to go into STEM careers because women who do that are nerds and not the kinds of girls that guys are looking for.”
- 17. Why Girls feel Excluded Media and Popular Culture • Women representation – Little power – Marginal roles – Little “professional” representation – “Geeks” BUT – TV – Medicine, Law, – Forensic Science – 6th – Boys Top 3 = Webmaster, CE, SE – Girls CE, SE = 15th, 18th
- 18. Why Girls feel Excluded How Computing Portrayed • Movies – Few “technology” settings – Fewer female leads • “Criminal Minds” and “NCIS” – “Quirky” character – Obsessed with gaming – Wears glasses – “Geeky” attire – Works alone – Dark environment
- 19. No Workforce Planning 24 14 21 10 12 1414 15 18 15 20 18 1616 11 99 14 21 24 1011 13 14 13 15 10 9 88 7 6 9 11 15 0 5 10 15 20 25 30 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 IT Staff All Staff Average IT Staff Turnover Rate = 16% Average for past 10 years = 18% (c) P-ECS (2009)
- 21. School • Increase Maths and Science (HG) – Have all girl classes – Adaptable curricula – Collaborative learning – Recognition (Rewards, etc.) • Increase CAT – Parent / Teacher collaboration – Computer availability • Computer Olympiad – Mentoring for girls • Introduce AP – With credits • Set Goals – and stick to them! – Measure – Monitor – Report
- 22. At University • WIT Special Interest Group – Review curriculum – Collaborative projects – Business collaboration – Recognition (Rewards, etc.) • Set Goals – and stick to them! – Measure – Monitor – Report
- 23. At Work • Sponsorships / Bursaries – Maths and Science AP classes – Computer Olympiad – Mentorship Programs • Targets – Expand BEE targets • DON’T DISCRIMINATE – Work Allocation – Promotion Opportunities – Inclusivity • Improve Workforce Planning It’s a MANAGEMENT issue!
- 24. Resources • IITPSA – www.iitpsa.org.za – Mentoring – Computer Olympiad • US - National Centre for Women & IT – www.ncwit.org
- 25. My Lessons Learnt • Do’s: – Know what you Want – Set your OWN Goals – Take Responsibility – Take Charge • Don’ts: – Listen to Negativity – Others put you Down – Others DEFINE you – Take NO for an Answer
Editor's Notes
- Hi. I am Gail Sturgess of TalentAlign, and, by way of introducing myself, this is kind of my “timeline” in IT.From this, you will see that I have had both a long and a broad career in IT.But it has not been without it’s problems.When I started, the company for which I worked did not permit women to be programmers. Why, we they didn’t want us working at night.So, my first “fight” in IT was to find an organisation that would employ me as a programmer – because THAT’s what I wanted to do.Some years after winning that fight I did an MBA and wanted to progress myself in the industry. I was advised that if I wanted to progress, I should go into cosmetics and not waste my time in a man’s world.When I applied for a management position, at the interview I was asked if I really thought that men would report to a woman.But with all of that, today I am a Professional Member of IITPSA and last year I was awarded my Fellowship.Today, I kind of find it strange that I’m talking at a Women in IT conference. My fight throughout my career has been to be recognised as a PERSON in IT.I didn’t want anything different because I was a woman – but I wanted the recognition and the opportunities that were offered to men.So it seems to me that not much has changed in all of these years. Except of course, women make the better programmers!
- In fact, you might or might not know, but the first Programmer WAS a woman.Ada, Countess of Lovelace, now commonly known as Ada Lovelace was born in 1815 and died in 1852.She was an English mathematician and writer and is known predominantly for her work on Charles Babbage's early mechanical general-purpose computer, the Analytical Engine. Her notes on the engine include what is recognized as the first algorithm intended to be processed by a machine. Because of this, she is often considered the world's first computer programmer.Hopefully this gives you some encouragement.
- Our “rainbow nation” is suffering! And there is no-one in this industry that has reason to be proud at this stage.Our Global IT Competetitive Index has dropped. We have gone from 29th position in 2007 to 47th position in 2011 out of 66 countries. Our weaknesses:Infrastructure (and my guess is that our telecoms has a lot to do with this), our R&D, and our Skills.As an Outsource destination we are 29th out of 38 countries. Again our skills, with a score of 0.6, are our downfall. India, the leading country has a score of 6.Our economic growth rate has just been lowered to just 2%. While Africa averages around 5%. And we KNOW that we need around 7% for full employment.And all this is taking place when 50% of our youth cannot find jobs.This is an elephant that’s not going to move out of the room easily and quietly. We all have to play our part in getting this right.Starting with – Women.
- I could not find many statistics on the topic of Women in IT from South Africa. So many of these figures are based on research done in the US.But my thinking is – if it’s THIS bad in the US, how much worse it is here in South Africa.The US is predicted to generate 1.4 million IT jobs by 2018. Students in US can only fill half of these. This is a REAL opportunity for us – but we have to start working on it NOW!Women in US own 41% of private organisations, and 28% of professional, scientific and technical services organisations. But less than 5% of IT organisations! Why?Women have 25% of technical positions, but just 9% of management positions. Why?Women constitute 56% of AP test takers. But just 19% in Computer Science. Why?57% of undergraduate degrees go to women. But just 18% in Computer Science. Why?
- In South Africa, just 2.7% of students study maths and science in the higher grade. And less than 50% of those are women. Why?TIMSS is an international assessment of Mathematics and Science learning at different levels across countries.In 1995 South Africa was last out of 41, with a mean of 351. The international mean was 513 and, fewer than 2% of South African entries achieved the international meanIn 1999
- So, the big question for me was “Why”? Why do Girls feel excluded from a Career in IT?Again, there is little research on this in South Africa, but plenty available from the US. Perhaps an issue that our research institutions should be taking up?Computing curriculum that is disconnected from student interests and environments that are uncomfortable for girlsCurriculum that is irrelevant – abstract not linked to real life Tie computing activities to girls’ real-life experiences is important for correcting their misperceptions and changing their attitudes about computing careersSubjects are boringSubjects would not be helpful to me in my chosen career pathNeed to emphasise creativity – view programming as boringePedagogies that discourage collaborationLack of opportunities to take risks and make mistakesHeavy reliance on lecturing instead of active, hands-on, project-based learning. Student-student and teacher-student interactions that discourage girls’ participation.
- Collaboration DiscouragedEquated with cheating or plagiarismOver emphasise individual achievementStandardized testing that measure and reward individual accomplishmentsCollaboration, however, is important for student learning; pair programming, in particular, has been shown to improve students’ computing skills and improve girls’ experiences in computing coursesHow collaboration takes place is important, however, since merely having students work together is not enough to ensure positiveTeachers need to have the training and resources necessary for creating the conditions that result in productive collaborations
- Curriculum and pedagogies sometimes emphasize speed, breadth, and task competence rather than depth and fluency.Fluency:Understand underlying conceptsAbility to transfer this understanding to new problems and situationsSpeed, breadth, and competence at isolated tasks can negatively impact both male and female studentsGirls and women were more successful in collegiate science courses when they took high school courses that focused on depth of the subject matterLikewise, a survey of 8,310 college students in biology, chemistry, and physics classes revealed that both male and female students who reported covering at least one major topic in depth (e.g., for a month or longer) in high school earned higher grades in college science courses than did students who reported no coverage in depth (Schwartz et al., 2009).
- Unconscious biases about who has “innate” talent or who has a “flair” for computing have a profound effect.Teachers and other adults often have biases in terms of who they believe has a “flair” for computingTeachers sometimes reinforce that while girls work hard, boys are more natural with the computer or have more interest or skillThese perceptions and interactions are important because perceived support from teachers has a direct effect on girls’ interest in computing classes and careersIt is also important to note how these dynamics tend to vary by race and/or class.According to a survey of 852 girls (67% Caucasian, 15% African American, 15% Hispanic, 6% Asian, and 5% Other) conducted by Girl Scout Research Institute (2012), 62% of African American girls reported that teachers were less supportive of their career interests, while 73% of White girls felt that teachers were supportive of these interests.Teachers often hold particularly low expectations of students in these communities, assuming a lack of interest or parental support, not recognizing that this perceived lack of interest or support is more about a real lack in the opportunities available to these students and their families.Students are profoundly impacted by these actual and perceived expectations (Denner, 2011; Margolis, et al., 2008; Vekiri, 2010; Vekiri et al., 2008).
- Girls’ experience the computing classroom environment as unwelcoming or uncomfortable.Teachers and students believe science is “simply a boys’ subject” (Clark Blickenstaff, 2005).Societal beliefs about computing as masculine are still pervasive and can surface in computing classrooms (e.g., Margolis et al., 2008).Classroom is often dominated by boys, sometimes making it uncomfortable for girls (e.g., Goode, et al., 2006; Goode, 2007).Girls indicated in interviews that their interest in computing classes was influenced by social factors like their perceptions of the climate of the computer lab and whether classes were being dominated by boys or by the presence of friends (Jenson, de Castell, & Bryson, 2003).Nearly half (47%) of all girls said that they would feel uncomfortable being the only girl in a group or class (Girl Scout Research Institute, 2012).The physical environment also has a profound effect on girls’ comfort in the classroom.Rooms decorated with images and objects associated with “geeky” stereotypes (e.g., Star Trek and Star Wars images and paraphernalia, video game boxes, comics, science fiction books, stacked soda cans, electronics, and computer parts) are less appealing and communicate a lower sense of belonging to young women, as well as to young men who do not resonate with these “geeky” characteristics.Virtual classrooms decorated with these stereotyped images lead women to feel that these environments are not for them.This research has shown that stereotypical environments such as these measurably reduce young women’s interest in declaring a computing major and their anticipated success in computing.Similarly, a good deal of research has found that teachers and other adults can confuse students’ prior experience with innate ability, failing to realize that other students may seem less able simply because they’ve had less experience.This prior experience and its resulting confidence are often unconsciously rewarded in both secondary and undergraduate CS classes (Barker & Garvin-Doxas, 2004; Margolis et al., 2008).Because girls often have later exposure to introductory CS courses (Barker & Aspray, 2006; Barron, 2004; Crombie et al., 2002), girls may not gain this prior experience.
- Parental / Familial CareerParents and older siblings have significant influence as role models and in the types of messages or beliefs they communicate to girls both implicitly and explicitly. More recent research has shown that media imagery of computing as a solitary and “geeky” profession is also often reinforced by families (Clayton, von Hellens, & Nielsen, 2009). Additional recent research in the exact role families and communities play has emerged but findings are still mixed.38% of the women had fathers who worked in a STEM field10% had mothers who did.75% of girls reported having a parent or family member in the computing field as a reason for choosing to take a programming course29% of the boys chose this as a reason for taking the courseParents encouraged their sons to pursue CS courses in high school more than their daughtersFathers were much more likely to be seen as computer experts than mothers.Perceptions of parents and other adults as role models often do affect children’s career choices.
- Early Exposure at HomeBoys more likely than girls used computers at homeBoys were younger than girls when they began using computersBoys used the Internet more than girlsBoys used their computers at home on average more hours per day than girls.Higher levels of experience with creative production was a significant factor in later success in computing courses. More boys had high levels of experience than girlsMore boys with high levels of experience had more programming experience than girls with similar levels of experience. In surveying the students in their program, Bruckman and colleagues (2002) also found that boys had much more early experience with programming than girls.Girls with higher levels of experience reported higher levels of confidence, but boys reported being confident regardless of experience.Boys wanted to learn more regardless of their experience level, but more-experienced females expressed a stronger interest than less-experienced females to learn more.Both experience and sex were significant factors in whether girls and boys considered majoring in computer science and becoming a computer programmer, computer network specialist, or computer teacher.Web designer is a less gender-specific career.
- Larger CommunityAccess is still a problem in less affluent and some urban or rural areasLack high-quality schooling opportunities and substantial family resourcesFemales have lower pass rates in AP tests than malesNon-white females have lower pass rates than White females
- Role ModelsAvailability of and exposure to role models.Role models are important factors influencing girls’ decisions to pursue computingAffluence matters - Role models, however, are often less available for those students who do not come from affluent communities, positions of privilege, or school systems that provide better access to computing courses.Importance of seeing young Black women doing interesting robotics work during a spring presentation program.A combination of diverse male and female role models is best.Girls perceive these role models as “relatable” and similar to themselves.Feeling that one will “fit in” is a major factor in choosing a major and a career
- Peer InfluencesPerceived support from school peers (and teachers) had a direct effect on girls’ interest in computing classes and careers, more so than support from parents.Recruiting groups of girls who already know each other into computing classes.Peer support and peer and “near-peer” role models can have a very positive effect on girls’ interest in computingBy providing real-life examples of other girls interested in technology and computing, these peers also play an important role in reducing the effects of stereotype threatIncrease confidence and performanceOf course, the flip side is that peer influence can have a negative effect on girls’ perceptions and interests if their peers are not interested in or supportive of computing.Girls often find themselves in all- or mostly-male environments as this can increase discomfort and activate stereotype threatInterest in computing classes was influenced by social factors like their perceptions of the climate of the computer lab and whether classes were being dominated by boysFeel uncomfortable being the only girl in a group or classOnly four boys reported playing computing games with girls (all reported playing with other boys while all of the girls reported playing with boys and only infrequently with other girlsMany girls might not and that boys do not tend to initiate playing these games with girls.Single-sex educationIncreased confidence and interest in traditionally male-dominated subjectsAll-female environments can have better outcomes for girls because girls perceive more support from teachers.All-female environments also gave girls more confidence than mixed-sex classes, and the girls were more vocal than in other classes.More academic interests in computer science or potential to pursue a computing career
- Media RepresentationsWomen are still represented stereotypically in popular culture, such as holding little power or understanding of technology, occupying marginal roles in organizations, and being passive individualsThe most popular teen magazines for girls include very little content showing women in professional, technological careers.Media often present the stereotype of computer professionals as geeks without social skills doing boring and solitary jobs“Geek” label can negatively impact many girls’ perceptions of the study of IT and computingNegative perceptions are outweighed by the prestige and high pay they associate with computing careersTelevision shows, women are now portrayed in powerful positions in previously male-dominated areas such as medicine, law, and forensic science, amongst othersForensic scientist — an occupation only recently popularized in recent crime dramas such as CSI —was girls’ 6th most popular job choice and boys’ 8th most popular job choicePower of popular culture to raise awareness and influence youth perceptions about occupationsBoys’ top three choices — webmaster, computer engineer, software engineerGirls - computer engineer and software engineer were girls’ 15th and 18th choice, respectively.
- How Computing PortrayedFew movies or prime time television shows take place in a technology setting and even fewer have a powerful female lead characterCriminal Minds and NCIS - character tends to reinforce many a somewhat “quirky” person, obsessed with online gaming, wears glasses, dresses in what might be considered somewhat funky or “geeky” attire, and is often referred to as the “tech with glasses.”When she is shown actually working with computers, she also is usually shown working alone in a darkened room.These patterns are worth watching because if all of the female characters in technical roles end up having these kinds of similar characteristics, this can reinforce certain stereotypes and limit the number and kinds of girls who see themselves in these representations.
- And in the workforce, we have had a real lack of good Workforce Planning over the past 20 + years.This graph is taken from the 2009 P-E Corporate Services IT Salary Survey. The red line is the IT staff turnover and the yellow line is the general staff turnover – that is, everyone but IT staff.The green lines are specific incidents that have happened in the IT industry.In 1992/1993 we had an absolute “blood letting” in the industry. The then new management concept of Downsizing / Rightsizing was discovered which lead to us “loosing”, through retrenchment, well over 8000 IT people.Only to find, a couple of years later in 1995, that, we actually needed them because Y2K was on our doorstep. So we had to go looking for these people and pay incredible amounts of money to entice them back to do the Y2K work.Then we retrenched them again after Y2K because we then believed that we needed .net skills above all else. Only to retrench these people in 2004 because the Dot-Com world didn’t work out as expected, leading to the so-called, Dot-Bomb!IT Management has created an attitude of mistrust. People mistrust IT management and, therefore, the IT industry. What do you think the people who were retrenched in 1992 are telling their children today? Are they encouraging their children into an IT career?And there are large organisations doing it again today. Getting rid of 100s of IT people, while, at the same time, other organisations, and maybe even those same organisations are crying and wailing about IT Skills Shortage.We REALLY need to do better Workforce Planning.
- So when we come to the point of What Interventions are needed to attract and retain Women in IT”, it is an issue that we need to deal with at three levels:At schoolAt universityIn the workplace
- At School we need to:Ensure that more girls
- When I say “Don’t Discriminate”, I’m not talking about deliberate discrimination. I’m talking about subliminal discrimination. Such as:StereotypingAssumptions - Tell story of how I hid my wedding ring.Exclusivity – Talk about the MBA
- And finally, to finish, in my research I came across resources available for attracting and retaining Women in IT that I thought is worth sharing with you.In South Africa, the IITPSA (formerly CSSA) is setting up a special project looking at mentoring:Girls at SchoolCareer PlanningWomen EntrepreneursA website where I found incredibly useful resources for all three areas of School, University and Work is the National Centre for Women & IT – www.ncwit.org.
- So now, are thereany questions?