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 STEM
ACADEMICS
K-12 Education
Higher Education
Girls and boys do not differ in
abilities in math and science,
but differ in interest and
confidence in STEM subjects.
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.
In advanced courses –
Biology courses: 50%
females; 39% males
Physics courses: 36%
females; 42% males
Engineering courses: 1%
females; 6% males
Source: http://www.ngcproject.org
National Girls Collaborative Project
Source: http://www.ncwit.org
National Center for women & Information Technology
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Snapshot: state of girls and women in STEM
ACADEMICS
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
National Center for women & Information Technology
Zweben, S. & Bizot, B. (2014, May). “2013 Talbee
Survey.” Computing Research News, 26:5, pp. 10 - 55.
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Snapshot: state of girls and women in the IT
WORKFORCE
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]
Source: Ashcraft, C. (2014). “Technology &
sexuality – What’s the connection?” Learning
Media and Technology.
Source:
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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?
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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?
Source: National
Center for Women in
Information Technology
(http://www.ncwit.org/)
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
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opportunities in these fields as well.
Recruiting women in LIS technology
or IT programs
(Research-based best practices)
 Have prospective women students meet
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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: 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.
Source: National Girls Collaboration Project
http://www.ngcproject.org/about-ngcp
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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 website
http://www.thenewagenda.net/2012/06/19/women-in-americancomputing/
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Resources
- 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-genderdiversity-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-district19
data
Resources (continued)
- 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-womeninformation-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.
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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
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