Transforming Trajectories for Women of Color in Tech (2022) / Chapter Skim
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6 Alternative Pathways for Women of Color in Tech and the Role of Professional Societies
6 Alternative Pathways for Women of Color in Tech and the Role of Professional Societies
Pages 187-212
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From page 187... ...
. This chapter describes alternative pathways into tech for women of color to fill the burgeoning demand for tech talent, and the role of professional societies in supporting women of color.
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From page 188... ...
Community College and Career Technical Programs High school career and technical education programs and community colleges offer guided pathways for preparation and skill building for entry into the tech industry through curricular frameworks, systems of digital badges for non-traditional student populations, and sub-baccalaureate credentials. Earned
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From page 189... ...
NOTE: The tech fields included are computer and information systems managers, computer and information research scientists, computer system analysts, computer programmers, information security analysts, software developers, software quality assurance analysts and testers, web developers, web and digital interface designers, computer support specialists, database administrators and architects, network and computer systems administrators, computer network architects, computer occupations, computer numerically controlled tool operators and programmers, and computer, automated teller, and office machine repairers.
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From page 190... ...
With a focus on cultural relevance, tribal colleges and universities lead the nation in producing a highly educated and skilled Native workforce. Because of their mission to provide job training and technical and vocational education to prepare Native students for the workforce, tribal colleges and universities are well positioned to increase the number of Native women students in technology and computing; however, only 12 out of 35 tribal colleges and universities have computing programs (Tribal College Journal, 2019)
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From page 191... ...
1 program, designed by the Wash ington State Board for Community and Technical Colleges in conjunction with Washington's 29 community colleges and five technical colleges, used a com bination of basic skills and professional technical instruction to allow students with basic skills to enter directly into college-level coursework. The goal of the I-BEST program is to increase rates of advancement to college-level occupational programs and rates of completion of postsecondary credentials in fields with op portunities for career advancement and good wages among English-as-a-second language students and adult basic education students.
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IBM's Skills Academy training programs provide a pathway to earning an advanced degree. The training programs provide an educational benefit through a partnership with higher education institutions, including Northeastern University, the first academic institution to offer academic credit for digital badges earned through industry courses.
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Such a system would strive to (1) increase and align funding for postsecondary education and workforce development with emerging sectors; (2)
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However, it remains to be seen how large a potential pool of women of color are attracted to such opportunities, as they often have not had the luxury of remaining out of the workforce to raise their children in the first place. Certifications Most information technology training programs, whether community or industry based, prepare students to pass certification exams that demonstrate the knowledge, skills, and abilities that are recognized and desired by industry.
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For example, Google's Developers Certification is an imprimatur for professional Android developer, an associate cloud engineer, or a professional data engineer, among others. The company offers certificates for data analysts, project managers, UX developers, and information technology support specialists, and provides applicants with the median annual wage for each of the positions.9 IBM's Skills Academy provides opportunities for students to become certified in artificial intelligence, cloud computing, the Internet of Things, blockchain, and other areas.10 There is a growing effort to share industry-recognized certifications to verify knowledge, skills, and abilities across states, and a mechanism to allow states to hold institutions accountable for credential attainment.
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From page 196... ...
Integrated Postsecondary Education Data System: 2014-2015 to 2018-2019, Certificates awarded in computing (CIP short-code 11) to women of color (Hispanic/Latino women, Black/African American women, Asian Women, American Indian/Alaska Native women, and Native Hawaiian/Pacific Islander women)
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Integrated Postsecondary Education Data System: 2014-2015 to 2018-2019, Certificates in computing (CIP short-code 11) awarded to women of color (Hispanic/Latino women, Black/African American women, Asian Women, American Indian/Alaska Native women, and Native Hawaiian/Pacific Islander women)
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From page 198... ...
. Although digital badges have the potential to make learning pathways more visible and appealing to a wide range of audiences, there is little evidence in the literature that gamifying learning, interoperable platforms, and credentials have a specific effect on building confidence and motivating women of color to pursue information technology careers (Higashi and Schunn, 2020; Pitt et al., 2019)
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See https:// www.cs2n.org/teachers/badges. THE ROLE OF PROFESSIONAL SOCIETIES Professional societies generally offer educational and informational resources and can offer various kinds of support for students who are interested in educational and career opportunities in a specific discipline (Morris and Washington, 2017; NAS, NAE, and IOM, 2005)
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Today, the same professional societies that primarily serve people of color and women are among the small number that have targeted programs or initiatives for women of color in tech. A review of the longstanding professional societies that support those in one or more of the STEM fields revealed no programs or initiatives focused specifically on creating pathways or advancing women of color in tech, though some do have programs or initiatives for women in tech and/or STEM, and/or people of color in tech and/or STEM.
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From page 201... ...
is a national non-profit organization focused on substantially increasing the representation of American Indians, Alaska Natives, Native Hawaiians, Pacific Islanders, First Nations, and other Indigenous peoples of North America in STEM education and careers.16 AISES partnered with the Women of Color in Computing Collaborative to expand computer science education for Native girls in Native-serving high schools. The project, "Expanding Computer Science Opportunities for Native Girls," aims to increase interest, engagement, and participation in computing education (with an emphasis on participation and success in advanced placement computer science courses)
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Since then, ASEE has continued to release studies on the subject in its Journal of Engineering Education, and has created divisions specifically devoted to developing programs and research in this area.20 ASEE's Black Engineering College Development program used industry funding to support African American faculty or students at traditionally Black colleges in the pursuit of doctoral degrees in order with the goal of increasing the teaching workforce at historically Black colleges and universities. It has also conducted research on the status of women and American Indians in order to develop programs to encourage more of these students to pursue engineering and continue to develop programs and conduct and encourage research in this area.
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From page 203... ...
Its resources include international conferences, peer-reviewed publications, a robust digital library, globally recognized standards, and continuous learning opportunities.21 The IEEE Computer Society offers resources, such as access to career development forums, to empower career development and salary potential of women in tech.22 National Society of Black Engineers The mission of the National Society of Black Engineers (NSBE) is "to increase the number of culturally responsible Black engineers who excel academically, succeed professionally, and positively impact the community."23 The mission of NSBE's Women in Science and Engineering group is to enlighten, engage, and empower not only NSBE women in STEM but foster relationships and collaborate with communities and institutions outside of the society.
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SACNAS influences the STEM diversity movement through outreach and advocacy, promotion of STEM leaders, and the SACNAS National Diversity in STEM Conference. SACNAS is an inclusive organization dedicated to fostering the success of Chicanos/Hispanics and Native Americans, from college students to professionals, in attaining advanced degrees, careers, and positions of leadership in STEM.25 Society of Asian Scientists and Engineers The Society of Asian Scientists and Engineers (SASE)
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Encouraging Latinx women to pursue higher education and careers in STEM recognizes the unique perspective they bring to solving the world's most pressing problems while creating new, influential role models for future leaders. The SHPEtina conference covers over 20 topics related to empowering Latinx women in STEM, including career development, communication, skill building, and leadership.28 Society of STEM Women of Color The Society of STEM Women of Color (SSWOC)
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The society is a non-profit, educational, and service organization that empowers women to succeed and advance in the field of engineering and be recognized for their life-changing contributions as engineers and leaders. SWE is the driving force establishing engineering as a highly desirable career for women through an array of training and development programs, networking opportunities, scholarships, and outreach and advocacy activities.32 RECOMMENDATIONS In response to the insufficient number of workforce-ready individuals who can enter computing and technical occupations to meet the demand, there is a growth in industries that offer competency-based training for entry into their organizations, in badging and certification opportunities, and in communitybased organizations offering these alternative pathways.
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Tribal colleges and universities are an important entry point into technology and computing fields for Native female students; however, there are not many tribal colleges and universities that offer a bachelor's or master's degree; most are similar to a community college (Varma, 2009a, 2009b)
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RECOMMENDATION 6-3. Higher education administrators should incentivize technology and computing-related departments to accept tech-related certification and digital badges, and should provide well-defined pathways for women of color and others from technology training programs offered by community colleges, indus try, and especially community-based organizations toward earning associates, undergraduate, and graduate degrees in tech fields.
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From page 209... ...
. A review of the longstanding professional societies that support individuals in one or more of the STEM fields revealed no programs or initiatives focused specifically on creating pathways or advancing women of color in tech, though some have programs or initiatives for women in tech and/or STEM, and/or people of color in tech and/or STEM.
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New Directions for Community Colleges 189:39-51. Lerman, R
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. IPEDS: Integrated Postsecondary Education Data System (2014-2015 to 2018-2019, Certificates awarded to women of color based on type of certificate; accessed August 20, 2020)
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2010. Washington State's Integrated Basic Education and Skills Training Program (I-BEST)
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