2021 NCWIT Pioneer in Tech Award,News on the Radar: 4/28/21

News on the Radar: 8/25/21

Here is a brief round-up of information and news that crossed NCWIT’s radar recently and which we think will be of interest to you. The practices or content of the news gathered (while not endorsed or vetted by NCWIT) is meant to spark new conversations and ideas surrounding the current diversity statistics and trends in the tech workforce. We encourage you to add your two cents on this month’s topics in the comments below.

Did you know that companies can work with postsecondary institutions to improve DEI outcomes?

In response to increasing public pressure to improve diversity, equity, and inclusion within their industry, many tech companies have taken the approach of directing funds toward educational institutions as a way of increasing the number of people of color in the tech career pipeline. A recent article by Dwana Franklin-Davis and Kinnis Gosha, published in the Stanford Social Innovation Review, argues that while such an approach can be useful, the allocation of funds needs to be refined for greater effectiveness. In 2017, the authors note, “only 3 percent of the tech industry’s philanthropic dollars went toward college-level computer science programs, while 66 percent went to programs in K-12 schools.” This distribution, they assert, is out of balance. For example, while many K-12 schools require long-term investment to build computing programs from scratch, colleges with established computing programs can “help meet a key demand for DEI: urgency.” The authors suggest that partnering with higher education institutions to rapidly increase the numbers of people from currently underrepresented groups in the tech industry can help “move more of us closer to equity.”

The article offers several suggestions for companies that want to pursue partnerships with postsecondary institutions, including reaching out to schools with diverse student populations; collaborating with schools when planning initiatives so that investments meet specific local needs; and “investing in programs that provide soft skills that help students cope with the non-technical challenges of being underrepresented members of a challenging industry.”

NCWIT has many research-based resources to support change- leading efforts in both corporate and academic environments. Here are some resources that can help companies work with postsecondary institutions:

1. Learn more about universities and colleges working to increase racial and gender equity in tech education. With more than 600 member institutions, the NCWIT Academic Alliance is a great way to find and connect with undergraduate and graduate computing programs that are doing this work. Allies in the tech workplace can start by joining the NCWIT HigherEd Community of Practice. Any employee of an NCWIT member organization is welcome to join! Contact [email protected] for more information on NCWIT HigherEd and how to support the work of colleges and universities. 2. As the authors of this article recommend, don’t assume you know what colleges and universities need. Before starting conversations with higher ed institutions, educate yourself about recommended practices for recruiting and retaining college students in tech. Then, be prepared to listen and learn about the specific needs and challenges of your new collegiate partners. The NCWIT Scorecard is a good place to start learning about the current state of representation in collegiate computing programs. And, conversation two of The Color of Our Future Online Conversation Series, Black Women in Postsecondary Computing Education, offers additional insight into the specific challenges facing Black women, both students and faculty, in higher education institutions. 3. Recruitment is moot if you can’t retain. Don’t put the onus for change on underrepresented group members; technical leaders need to take responsibility for changing their own cultures. Employees report that the supervisory relationship is one of the most significant factors in their decision to leave or stay with an organization. The NCWIT Supervising-in-a-Box series includes several resources for addressing both unconscious bias and institutional barriers to inclusion and equity in the workplace.

Did you know that the NCWIT Counselors for Computing webinar series, Advising for Future-Ready Careers, offers information for K-12 computing educators?

Advising for Future-Ready Careers is a webinar series hosted by NCWIT Counselors for Computing (C4C) with support from the Department of Defense STEM (DoD STEM). The six-part series originally aired live via Zoom each month from February through July, 2021 and is now available for viewingon the NCWIT website. The series explores numerous topics of interest to computing educators, counselors, advisors, and those who are preparing for a career in computing education. Guest speakers for the series include members of the Aspirations in Computing Community and TECHNOLOchicas Ambassadors, as well as educators, counselors, and researchers who share their expertise.

Topics covered in the webinar series include:

Connecting 21st Century Skills and Educational Pathways, featuring AiC Community Members Anesha and Annika Santhanam, Founders and CEOs of the Likeable STEM learning platform What Make an App Addicting, featuring TECHNOLOchicas Ambassador Carissa Lintao, Founder and CEO of Apptuitive, an award-winning app store optimization agency Careers in Cybersecurity, featuring Kevin Nolten, Director of Academic Outreach at Cyber.org, and AiC Community Member Samina Mondal, Founder of Cyberweek.org Accessibility + Computer Science, featuring educators Ruth Kyle and Tom Kyle, along with a panel of computing students Ethics and Computing, featuring Jess Smith, a PhD student at the University of Colorado whose work focuses on ethics in the field of machine learning and AI Reinventing STEAM, featuring Aerospace Engineers and Reinvented Magazine Board Members Caeley Looney, Aly Trevino, and Rachel Weeks, all of whom are also members of the Aspirations in Computing Community

Recordings of all six webinars can be accessed here.

There are many ways computing teachers and school counselors can work together to make computing programs more inclusive and equitable. This resource suggests some ways in which counselors and other educators can collaborate to help students of all genders and backgrounds get involved in computing. For example, educators can share sample lessons or projects from their classes with counselors to help them get a better sense of the kinds of things students will learn in these courses, so that counselors, in turn, can be better equipped to recruit students who might be interested. Counselors, on the other hand, can review school schedules to ensure that there are no structural obstacles to students’ enrollment in computing classes. Find the full list of ideas, plus a downloadable slide deck, here.

News on the Radar: 7/28/21

Did you know that women’s enrollment in undergraduate STEM programs has held steady during the pandemic?

A study of Spring 2021 college enrollment conducted by the National Student Clearinghouse Research Center revealed a notable decrease in undergraduate enrollment, according to a recent article by Liann Herder published on the website Diverse: Issues In Higher Education. The article notes that there had been “significant losses in programs associated with science, technology, engineering, and mathematics (STEM)” in particular, prompting concerns that recent gains in representation could be reversed for some marginalized groups. However, the study also showed that the rate of transfer students “moving from two to four year institutions actually increased,” and while enrollment numbers went down for male students, “[w]omen’s enrollment in bachelor-level STEM programs didn’t seem to experience any impact from the pandemic.” In fact, some colleges are seeing increases in the number of women enrolling in STEM programs. NCWIT Academic Alliance Member Georgia Tech, for example, was able to increase enrollment among women through targeted recruitment strategies. The article also notes that the decision by some colleges to make standardized test scores optional as a result of the pandemic has contributed to shifts in the demographics of their applicant pools. One admissions director observed that at his institution, “While 37% of applicants chose not to include a test, 63% of first-generation students chose to apply without a test score.”

The NCWIT Systemic Change Model for Undergraduate Education is designed to help computing programs, departments, and institutions develop and carry out strategic plans for improving representation of women and members of other historically marginalized groups. Covering recruitment, curriculum, student support, teaching practices, institutional policy, and ongoing evaluation, the model includes research-based recommendations for action at every step. For example, one important factor for computing programs to consider is the messaging being used to introduce the program to potential students: does it emphasize computing’s real-world, socially relevant applications, and show that a diverse range of people belong in the field? Faculty and administrators can also collaborate with individuals and offices — on or off campus — to spread awareness about the impactful, creative, and stable careers that students can access with a background in computing. Find more ideas, plus links to additional resources, here.

Did you know that Culturally Responsive- Sustaining CS Education addresses the racial gap in access to computing programs?

NCWIT K-12 Alliance Member The Kapor Center for Social Impact recently published a report on Culturally Responsive-Sustaining Computer Science Education: A Framework. Noting that equitable access to computer science education “is a critical national priority to address racial and economic disparities in the tech sector,” the report asserts that “a multi-pronged approach centering racial justice is required to ensure meaningful participation, success, and matriculation in computer science education for students from all demographic backgrounds.” To this end, the Culturally Responsive-Sustaining CS Framework was designed as a research-based resource to guide teacher preparation and curriculum development. The report includes a robust definition of culturally responsive-sustaining computer science classroom pedagogy as well as six core components, each of which includes several action items. Some of the goals of culturally responsive-sustaining computer science pedagogy, according to the report, include ensuring that “students’ interests, identities, and cultures are embraced and validated,” that students “develop knowledge of computing content and its utility in the world,” that “strong CS identities are developed,” and that students “engage in larger socio-political critiques about technology’s purpose, potential, and impact.”

For more on culturally responsive computing, see the NCWIT resource, How Can You Engage A Diverse Range of Girls in Technology? This resource includes information about the pedagogical principles underlying this approach, as well as a case study describing the use of culturally responsive computing in the COMPUGIRLS program. The case study notes, “Key to the program’s success is its focus not only on computing but also on critical conversations around difference in society, social justice, and the process of becoming technosocial change agents.” This echoes the foundational ideas that “all students are capable of technical innovation,” and that “interest and ability in technical innovation [are] fostered when students examine connections between technology, computing, and their emerging identities.” A further observation from the case study is that “opportunities for play and exploration are important to balance discouragement that can arise when talking about social inequities.” Read more here.

Did you know that remote work offers new ways to support LGBTQ people in the workplace?

A recent article by Jennifer Liu, posted on the CNBC Make It website, explores some of the ways that the shift to remote work has led to positive workplace experiences for LGBTQ individuals. For example, one interviewee explained that remote work allowed him to take an opportunity that he might have passed up if it had required him to move to a smaller, less accepting city. Another person said that having a largely virtual presence enabled them to have more control over how they presented themselves to colleagues, including easier ways to share their pronouns and fewer judgements based on their perceived gender. The author notes, “With isolation and added stress during the pandemic, many companies encouraged individuals to find support through employee resource groups,” which had the benefit of enabling LGBTQ employees from across a company to connect with one another “through online discussions and events.” And, since many conferences and professional gatherings shifted online as well, employees at smaller companies gained more opportunities to participate in larger-scale events without the need to secure funding for travel. The article points out that although there have been many upsides to remote work, harassment and hostility towards LGBTQ people can continue to occur in online workplaces. In addition, some LGBTQ people may have less favorable experiences with the shift to remote work. (For example, perhaps some feel more exposed with their homelife on display in the background during Zoom calls.) For these reasons, Liu reminds readers, “These incidents show that just as employers should create and enforce policies that protect all workers in a physical workplace, they must also be considered in online spaces.”

An NCWIT blog post, Building More Inclusive Cultures At Work While We’re At Home, offers suggestions for both managers and employees who want to address the specific challenges that working remotely may pose for inclusion. While the pandemic prompted many variations on the message that “we’re all in this together,” in reality, the authors note, “this type of crisis tends to amplify existing inequities, especially those related to race, class, language, ability, and other marginalized identities.” Nonetheless, it also brings its own set of opportunities to establish cultural norms that promote equity and inclusiveness. From adopting a “spirit of inquiry” to modeling a powerful form of vulnerability, this resource includes things that anyone can do, no matter what their role in the organization. News on the Radar: 6/30/21

Did you know that policy interventions can help improve equity in colleges and universities?

A recent report by the Institute for Higher Education Policy examines policies that lead to the overrepresentation of white students at colleges and universities, particularly those institutions considered to be “selective,” and makes several recommendations for improvement. An article by Scott Jaschik in Inside Higher Ed summarizes the report’s findings. The report points out that many of the institutions that are “best positioned to invest financially in underserved students’ success” tend to “prioritize recruiting white and affluent high schoolers.” Instead, the report suggests, “Colleges should adjust their policies on recruiting students to focus on minority students, poor students and students who may not be the colleges’ prime target.” Other recommendations include rethinking “demonstrated interest” and “early decision” policies, which have the effect of favoring students who have more resources to devote to the college application and selection process. In addition, the report recommends eliminating standardized tests, legacy admissions, and questions about applicants’ experience with the criminal justice system, all of which have the potential to reproduce systemic biases, and it encourages schools to invest more in need-based financial aid.

Dream Corps Founder and CNN Host Van Jones also spoke about the need for policy interventions to support greater equity in higher education during his Conversations for Change keynote at the 2021 Virtual NCWIT Summit. He noted that when students from underfunded schools participate in computing programs through Dream Corps, it is often helpful to offer a few weeks of “pre- programming” to prime them for success. As Jones explained, “Society is not giving [all students] the same amount of help. So by the time they get to you, there’s a deficit of help. There’s a deficit of support. And if you’re not willing to lean in and say you know what, we’ll make up for that, we’ll put in extra resources or extra effort, then you’re not going to have success… We’re not asking people to play favorites; we’re asking people to play fair.” If you missed this or any of the other vNCWIT Summit sessions, you find links to all of the recordings here.

Did you know that many K-12 educators believe current computing curricula do not meet the needs of a diverse student body?

Results of a nationwide survey conducted by two members of the NCWIT K-12 Alliance, the Computer Science Teachers Association (CSTA) and the Kapor Center for Social Impact, have recently been released. Goals of the study included gaining a better understanding of the background, demographics, preparation, and experiences of PreK-12 computer science teachers, as well as learning more about the kinds of support and resources that would best support teachers in implementing culturally relevant computing and pedagogical practices. In anoverview of the study’s findings posted on the CSTA blog, Brian Twarek observes, “While 77 percent of teachers acknowledged the importance of incorporating diverse cultures and experiences to the success of their students, only 57 percent felt equipped to utilize culturally-relevant pedagogical practices.” In addition, only 65 percent of teachers “believed that existing CS curricular resources meet the needs of a diverse student body.” Some recommendations offered by the report include developing incentive structures to recruit and retain a diverse pool of computing teachers; developing “comprehensive teacher training, certification, and endorsement programs aligned to an equity- focused computing education framework;” and building district- wide coalitions to support and implement plans for increasing equity in computing.

In a conversation with NCWIT Aspirations in Computing Community Engagement Manager TJ Alladin during the Pioneer in Tech Award Celebration at the Virtual NCWIT Summit, 2021 NCWIT Pioneer in Tech Award Recipient Dr. Gladys West also highlighted the importance of culturally relevant role models for students who belong to demographics that are underrepresented in computing. As a student, she didn’t have many math professors who were Black women that she could talk to. When she attended her first national conference of the AKA sorority and met thousands of Black women from a wide range of professions, she recalled, “That was really impressive to me, because we hadn’t seen it [before]. And they were everything that I had imagined in my mind that a professional Black woman would look like. And so for me they were role models; it helped me because I tried to emulate them.” Dr. West, who was the second Black woman ever to be hired at the Dahlgren Naval Proving Ground and whose work laid the foundations for modern GPS, is now a role model to countless others. If you missed this or any of the other vNCWIT Summit sessions, you find links to all of the recordings here.

Did you know that diverse teams are good for businesses’ bottom lines?

A study commissioned by .Tech Domains in May 2021 sought to identify the structural challenges that have a tendency to slow progress on racial and gender equity in the tech world, despite increased attention to these issues over the past year. Key findings from the report were summarized in a recent article by Tasmiya Sayed. Some of the barriers to change that study participants mentioned include persistent bias against women and people of color, fewer advancement opportunities for members of minoritized groups, and a lack of diversity among leadership teams. Sayed points out that companies have a business incentive to increase diversity, citing studies from McKinsey & Company that “show that companies in the top quartile for gender or racial and ethnic diversity are ‘more likely to have financial returns above their national industry medians.’” For the tech world to live up to its promises of equity and inclusion, Sayed says, “It’s absolutely crucial that organizations diversify the makeup of their leadership teams to ensure that they are representative of the entire workforce and in touch with their beliefs and values.” She also notes that addressing inequalities in access to computing education at the K-12 level is a necessary step toward greater equity in tech.

In her Conversations for Change keynote at the 2021 Virtual NCWIT Summit, Dr. Lisa D. Cook also spoke about the economic costs of inequality in the tech world. Discussing her work on racial and gender gaps in U.S. patenting, Dr. Cook explained, “One of the most durable findings of my research is that single sex patent teams are worse at invention than mixed gender teams… These mixed gender teams make this case that diversity, when it is executed [across] many different dimensions, is good for innovation.” With mixed-gender teams being more successful at commercializing their innovations than single-sex (male or female) teams, Dr. Cook continued, “if CEOs and Chief Innovation Officers are not seeking to make sure that patent teams are integrated along many dimensions, such as gender, such as race, such as ethnicity, then they’re leaving money on the table.” Dr. Cook also offered several recommendations on how to reduce systemic barriers to full participation in the innovation process, including: developing mentoring programs that introduce members of underrepresented groups to inventors; improving the work environment for minoritized groups; and tracking progress by collecting data on patenting demographics on an ongoing basis. If you missed this or any of the other vNCWIT Summit sessions, you find links to all of the recordings here.

2021 Pioneer in Tech Award Recipient Gladys West

Dr. Gladys West started her career at Naval Proving Ground in Dahlgren, Virginia, now called the Naval Surface Warfare Center, in 1956, and she worked there for 42 years as a mathematician and computer programmer. When she began, she was the second Black woman ever to be hired at the site, and one of only four Black employees total. Inspired by the civil rights movement that was unfolding around her, she countered prejudice within her workplace through hard work and intellectual achievement.

As Forbes reports, Dr. West “specialized in large-scale computer systems and data-processing systems for the analysis of information obtained from satellites. She was the very first person to put together altimeter models of Earth’s shape to significant precision in the 1960s, and served as the project manager for Seasat: the first satellite to perform remote sensing of Earth’s oceans.” Soon after she began working at Dahlgren, Dr. West participated in an astronomical study that proved the regularity of Pluto’s motion relative to Neptune. In a commendation that Dr. West received upon her 2018 induction to the Space and Missiles Pioneers Hall of Fame, this work was described as “path-breaking” and “award-winning.”

The commendation also noted the ways Dr. West’s work laid the foundations for today’s GPS system. From the mid-1970s through the 1980s, the commendation continues, “using complex algorithms to account for variations in gravitational, tidal, and other forces that distort Earth’s shape, [Dr. West] programmed an IBM 7030 ‘Stretch’ computer to deliver increasingly refined calculations for an extremely accurate geodetic Earth model, a geoid, optimized for what ultimately became the Global Positioning System (GPS) orbit.”

Despite her contributions to several high-profile projects, Dr. West remained one of computing history’s “hidden figures” until a member of her sorority realized that she had played a key role in the development of GPS technology, and contacted the press. “You never think that anything you are doing militarily is going to be that exciting,” she reflected in an article inThe Guardian. “We never thought about it being transferred to civilian life, so that was a pleasant surprise.” Dr. West grew up in a rural agricultural community in Dinwiddie County, Virginia. Knowing from a young age that she did not want to work in the fields, she graduated at the top of her class and earned a full scholarship to Virginia State College (now University), where she majored in mathematics. She returned to Virginia State a few years later for her master’s degree in mathematics. While working at Dahlgren, she completed a second master’s degree in public administration from the University of Oklahoma. At age 70, she received a PhD in public administration and policy affairs from Virginia Tech.

News on the Radar: 4/28/21

Did you know that the pandemic is impacting the careers of many academic women in STEM fields?

A recent report by the National Academies of Sciences, Engineering, and Medicine (NASEM) found that “[s]hutdowns and social-distancing measures aimed at combating the COVID-19 pandemic have disproportionately harmed the careers and well- being of US female academic researchers,” according to an article by Sara Reardon in Nature. The report, released in March 2021, found that out of more than 700 respondents, “28% reported an increased workload, and 25% reported decreased productivity.” Pre-existing structural biases and inequities contributed to the impact on academic women in the sciences. These include factors such as expectations that women take on a disproportionate share of household responsibilities and the fact that “institutions eliminated a number of non-tenured faculty and staff-member positions, which are more likely than other positions to be occupied by women and people of colour.” In addition, the need to rework classes for online instruction forced many academic women to divert time and resources away from their own research and grant-writing activities. While the report holds off on specific policy recommendations, NASEM Committee Member Reshma Jagsi notes that in considering possible solutions, institutions “need to take time with a careful eye to evaluate the impact on all areas.”

A study by NCWIT in collaboration with AnitaB.org and the STARS Computing Corps, the Investigating Compounding Impacts of Racism and COVID-19 on Learning and Employment in Computing & Technology (CIRCLE-CT) Study, also investigated the effects of the pandemic and the heightened attention to racial justice on computing professionals in both industry and academia. The first set of results from this study was published in February 2021. Nearly everyone who responded reported that they had been affected in some way by the COVID-19 pandemic. However, “the impact was significantly different for individuals depending on their gender, being a racial/ethnic minority within the field of computing, and identifying as LGBTQIA, including the intersections of these identities. Consistently, when there were significant differences, the underrepresented and minoritized groups were having worse experiences.” With regards to the racial justice movement, the report noted, “While it is clear that individuals from different backgrounds experienced the events and emotions of spring differently, it is also apparent that organizations can make a difference in individual commitment to school or work, and to the technology field in general. When organizations take a meaningful stand, students and employees notice and respond positively.” Findings from Survey 2 will be published soon.

Did you know that the pandemic has created challenges for both teachers and students in K-12 science classes?

In a recent article for Education Week, Sarah D. Sparks discussed several findings from new research on the impact of the COVID-19 pandemic on K-12 science education. While the context of the pandemic made science topics increasingly interesting and relevant for many students, it also created a number of significant obstacles to effective teaching and learning. In one study, “the majority of science teachers reported struggling to include investigations and hands-on learning for students on remote platforms.” Teachers also cited “difficulties in getting students to engage in collaboration and discussions online.” Some educators found that science classes were being deprioritized as more attention was given to remediation in math and language arts. For their part, many high school students also expressed concerns about falling behind in STEM subjects, and students experiencing poverty have been disproportionately affected. For example, one study on AP course completion showed that “72 percent of low-income students didn’t complete their AP physics courses and 63 percent missed AP calculus,” but ‘[a]mong high-income students, only 29 percent missed physics and 21 percent missed calculus.” Across multiple studies, researchers agreed that “science teachers need more training in how to work with students online, use technology tools, and help students engage.”

NCWIT offers a variety of resources and programs that can help educators support students throughout this period of online learning. Explore these ideas and more:

Connect with TECHNOLOchicas. From Q&A sessions about careers in tech to hands-on activities that students can do at home, there are many possibilities when you plan a virtual class visit with a TECHNOLOchicas Ambassador. Learn from Young Women. This longitudinal study followed a large, diverse sample of women from around the United States to identify the circumstances under which some women persist in computing fields and some do not. Watch The Color of Our Future. Revisit the first installment of this conversation series to hear from a range of education experts about the experiences of Black girls in K-12 computing education, and learn how teachers can support their success.

Did you know it’s time to interrupt — and recreate — tech workplace cultures?

Have you noticed that the tech industry’s influence on society’s culture is increasingly under the microscope? Even amid acknowledgements of tech’s positive role in helping us cope with COVID through remote work, online commerce, and online schools, the industry is also facing negative heat for everything from democracy-threatening election interference and fake news dissemination to identity hacks and personal privacy concerns. The result has been bipartisan congressional calls for greater regulation and oversight, and a growing international discussion of how to “reign in Big Tech.” The New York Times recently called the situation the “Global Tipping Point.” But, much of this talk about tech’s influence on external worldwide culture, seems to sidestep the growing movement to change the internal culture of tech itself.

Should we be having these conversations together? Might interrupting – and recreating – tech workplace cultures also help address larger societal concerns about the role of tech? We, of course, think the answer is a resounding yes. In fact, we believe that improving and expanding who has influence in tech’s internal culture is the best way to improve tech’s influence on society’s culture. This involves helping change leaders interrupt everyday biases and inequitable systems in order to create internal cultures with greater diversity, inclusion, innovation, and social responsibility.

For those interested in bringing about this kind of systemic culture change, the NCWIT team of social scientists are spearheading multiple efforts, in partnership with dozens of tech companies—working one team at a time, through internal change leaders empowered with research and well-prepared to swim the stormy seas of organizational change. Efforts include:

Tech Culture Interrupted Podcast Whether you’re just getting started or a seasoned change agent, the Tech Culture Interrupted podcast introduces important topics and shares real-world stories from leaders in the tech culture revolution. Subscribe today through your favorite podcast app! Episodes to date have featured:

Kim Vorrath (Vice President of Software Programs at Apple), discussing how her teams worked with NCWIT to acquire skills in interrupting everyday bias Mary Fairchild (Global Director of Diversity and Inclusion at f5), exploring the experience of isolation in tech during the COVID pandemic and its impact on tech team culture Danny Guillory (Head of Diversity, Equity & Inclusion at Dropbox), sharing Dropbox’s use of an NCWIT research-based strategic approach to creating more inclusive cultures Tracy Stone (from Women @ Intuit), presenting new research being conducted by NCWIT with Intuit support to investigate how power and influence operate on technical teams, who has it, and who doesn’t. Nancy Phillips and Ryan Heckman (from Rallyday Partners), talking about diversity, equity, and inclusion in the venture capital world

Inclusive Culture Ambassadors The NCWIT Intensive Culture Ambassadors change leadership program specializes in development and deployment strategies customized for each company using this powerful approach. The program prepares cohorts of ambassadors to scale culture work throughout an organization. Ambassadors lead cultural exploration sessions about the ways we treat each other at work (consciously and unconsciously). The goal is to build a common language and understanding about inclusive cultures that teams can use to co-identify steps that help them create the kind of workplace culture where all can thrive. The Tech Inclusion JourneyTM The Tech inclusion JourneyTM is a powerful and comprehensive, research-based platform that guides change leaders and ambassadors to develop sustained, strategic approaches to interrupting and re-imagining tech culture in ways that produce greater inclusion, innovation, and social responsibility. The TIJ brings together a decade-plus of NCWIT research and experience of working with technology organizations and institutions of higher education. It is the first of its kind to successfully address the pitfalls of traditional approaches to diversity and inclusion, and utilize whole-system approach to change leadership.

Check out these resources today, and share them with other change leaders. The time is right for us to take advantage of this “global tipping point.” Let’s work together to interrupt and enhance tech’s internal culture, ultimately accelerating its positive impact on society at large. Interrupt – and Recreate – Tech Workplace Cultures

News on the Radar: 4/7/21

Did you know that support from educators and peers helps girls persist in computing?

A recent article by Jennifer Snelling, posted on the International Society for Technology in Education (ISTE) blog, explored the factors that help middle and high school girls persist in computing programs, despite the obstacles they often encounter. Bias, stereotypes, and a lack of visible role models are some of the challenges that can dissuade girls from pursuing an interest in technology. However, support from educators, parents, mentors, and peers can help students overcome those barriers. “Girls who’ve had mentors are 2.5 times more likely to be confident in their ability to succeed in school and careers,” Snelling notes. Activities that allow students to develop a sense of community with peers who are also interested in computing can make a difference, too. NCWIT Aspirations in Computing Community Member Diya Nair, who was interviewed for the article, reflects, “My teachers and things like NCWIT helped boost my confidence. I’m one of two girls in the [Innovations Club], but we keep our heads high. We know we are needed and valued.”

NCWIT has a wealth of resources for educators and family members who want to encourage girls to explore computing:

For those who are looking for ways to attract more girls to extracurricular computing activities, this webinar gives some practical advice for identifying target audiences and their influencers, creating effective messaging, and making programs more visible. This resource dives into the vital importance of encouragement, and offers a variety of ways that parents, educators, coaches, and other adults can use encouragement as a valuable tool to support girls in computing. This resource gets hands-on with the Top 10 Ways Families Can Encourage Girls’ Interest in Computing. This set of virtual décor elements can help educators ensure that their classrooms are welcoming spaces, even when they’re online.

Explore more free and easy-to-use resources at www.ncwit.org/resources.

Did you know that the impacts of COVID-19 and racism have affected different demographics within the computing field in different ways?

Recently, NCWIT teamed up with AnitaB.org and the STARS Computing Corps (STARS) to conduct the Investigating Compounding Impacts of Racism and COVID-19 on Learning and Employment in Computing & Technology (CIRCLE-CT) Study. The first set of results from this study was published last month (February 2021). The study was designed to explore the impact of the COVID-19 pandemic and the heightened attention to racial justice on the computing community, including technologists who work in industry, those who work and study in the nation’s colleges and universities, and those who teach computing in K-12 schools. While responses differed for industry and academia, at that early point, academics were reporting increased workloads and respondents in industry were reporting lighter workloads. Nearly everyone who responded reported that they had been affected in some way by the COVID-19 pandemic. However, “the impact was significantly different for individuals depending on their gender, being a racial/ethnic minority within the field of computing, and identifying as LGBTQIA, including the intersections of these identities. Consistently, when there were significant differences, the underrepresented and minoritized groups were having worse experiences.” The study also found that although many participants reported that their organization had responded to the racial justice movements in summer 2020 with public statements in support of anti-racism or some form of training or awareness event(s), fewer respondents reported “institutional and systemic changes” at that point. Findings from Survey 2 will be published soon.

Reports like these help to clarify the ways in which various groups are impacted differently by phenomena such as the global pandemic and structural racism. For more background on this topic, the NCWIT resource Intersectionality in Tech 101 offers an overview of the concept of intersectionality as it applies to women and girls in the tech field. This resource also explains why it is necessary to consider multiple, intersecting aspects of identity (such as race, gender, socioeconomic status, ability, sexual orientation, and more) in any effort to broaden participation in computing. In addition, this blog post discusses some of the ways in which the pandemic places additional burdens on members of marginalized groups, as well as some of the unique opportunities that remote work offers to put more equitable practices into place.

Did you know that your peers have been selected as NCWIT award recipients?

Each year, NCWIT Academic Alliance (AA) awards honor community members for their extraordinary efforts to make the learning experience a positive one for their students. Two awards, one at the graduate level and one at the undergraduate level, recognize how mentoring and research can have a huge impact on a student’s success, and one award recognizes the critical need to recruit and retain women in computing, especially in the face of COVID-19.

With the help and generosity of sponsors and partners, AA awards support and further the impact of award recipients’ efforts. Additionally, many AA member representatives contribute to the selection process by reviewing proposals and nominations, and by serving on project teams to recommend winners. We thank all of you for your continued efforts; we could not do what we do without it! Read on to discover the inspirational work of your peers. (And, check back this summer for new award application opportunities, and consider participating yourself!)

NCWIT Harrold and Notkin Research and Graduate Mentoring Award

The NCWIT Harrold and Notkin Research and Graduate Mentoring Award is given in memory of Mary Jean Harrold and David Notkin, in honor of their outstanding research, graduate mentoring, and diversity contributions.

NCWIT is pleased to announce Dr. Barbara Ryder from Virginia Tech as the 2021 recipient of the Harrold and Notkin Award. A strong proponent of increasing women’s full and meaningful participation in computing, Dr. Ryder co-founded the NCWIT Virginia and District of Columbia Affiliate Award for Aspirations in Computing in 2011. During her term as Head of the Virginia Tech Department or Computer Science, the percentage of women in the undergraduate program increased from 4.2 percent (Fall 2007) to more than 16 percent (Fall 2016), reaching 19 percent in Fall 2019. In the words of her colleague Dr. Calvin Ribbens, the current Computer Science Department Head at Virginia Tech, “These dramatic results are testimony to the effectiveness of Dr. Ryder’s culture-changing work.” She is also an exceptional graduate mentor, having graduated 16 PhD and three MS students in her 34+ years in academia. Virginia Tech will be presented with a $5,000 gift to continue Dr. Ryder’s research.

If you know someone deserving of this award, consider completing their nomination materials in Fall 2021.

The Harrold and Notkin Award is sponsored by the NCWIT Board of Directors.

NCWIT Mentoring Award for Undergraduate Research

The NCWIT Mentoring Award for Undergraduate Research (MAUR) recognizes Academic Alliance representatives at non-profit, U.S. institutions (including U.S. territories) for their outstanding mentorship, high-quality research opportunities, recruitment of women and minority students, and efforts to encourage and advance undergraduates in computing-related fields.

NCWIT congratulates the four 2021 MAUR recipients:

Diba Mirza, Junior faculty member (Assistant or Lecturer rank—6 years or less) at Associate, BS, or MS granting university or teaching-track faculty at PhD granting university Gloria Washington, Junior faculty member (Assistant or Lecturer rank—6 years or less) of research-track at PhD granting university Damla Turgut, Senior faculty member (Professor or Associate rank—more than 6 years) of research-track at PhD granting university Haiyan Cheng, Senior faculty member (Professor, Associate, or Lecturer rank—more than 6 years) at Associate, BS, or MS granting university or teaching-track faculty at PhD granting university

Check back in Fall 2021 to consider nominating yourself or a peer for this award.

The MAUR Award is sponsored by AT&T. NCWIT Academic Alliance Seed Fund

The NCWIT Academic Alliance Seed Fund awards NCWIT Academic Alliance (AA) members at non-profit, U.S. institutions (including U.S. territories) with funds (up to $20,000 per project) to develop and implement initiatives for recruiting or retaining women in computing. To date, 71 member organizations have received a total of $815,450 to spark or grow their initiatives.

In response to COVID and its effects on education, the 2021 Seed Fund focused on online initiatives for building inclusivity within postsecondary computing and technology programs. These included instruction, advising, recruiting, mentoring, tutoring, community building, or other online techniques to support diversity in their computing program (undergraduate- and/or graduate-level).

Two Seed Funds of $20,000 each were awarded to support the following projects:

Creating Welcoming Virtual Environments through Marketing and LMS College of St. Scholastica: Thomas Gibbons and Jennifer Rosato Virtual Peer Mentoring (VPM) to Engage and Retain Underrepresented Minorities in Information Technology Georgia Gwinnett College: Lorraine Jonassen, Hyesung Park, Wei Jin, and Sonal Dekhane

Check back in Fall 2021 for details on how to submit your own proposal.

The Seed Fund is sponsored by Microsoft Research. Beyond Thoughts and Prayers: Dismantling the Racist, Sexist Root Causes of Violence

We were about to update the original 2016 blog below to include a response to the racialized and gendered nature of the recent Atlanta spa mass shootings. As we were in the very process of doing so, 10 more people lost their lives in the Boulder King Soopers mass shooting – a community in which many NCWIT staff live. We grieve with all those impacted by these senseless tragedies. The Boulder shooting coming so quickly on the heels of the Atlanta shootings also serves as a sobering reminder that simply writing statements will not change the current state of affairs. Condolences and condemnation are not enough. Significant societal reform is needed.

The Atlanta mass shootings are the most recent culmination of an increasing trend in anti-Asian violence, especially in the wake of the COVID-19 pandemic and hateful rhetoric about the so- called “China virus.” In the past year alone, anti-Asian hate crimes increased 149 percent and Stop AAPI Hate logged 3,795 hate incidents, the majority of which included Asian women. Similarly, very specific misogynistic and racist tropes about Asian women underlie the most recent Atlanta shootings, in which eight people died, six of whom were Asian women.

These escalations do not occur in a vacuum. They are fueled by increases in broader expressions of white supremacy, misogyny, hateful rhetoric, and associated violence seen in the five years since we wrote our original post. Such conditions only hint at the tragic consequences that ensue when top leadership – whether it be in the government or within our own organizations – fails to, at the very least, stand up, and decry these hateful sentiments and incidents.

But, we must also address the systemic racism and other inequities that underlie these violent incidents. These inequities – combined with the inequitable effects of a deadly pandemic – have caused members of marginalized groups to feel increasingly vulnerable at home, at school, and at work, especially for those who identify with one or more such groups.

We initially posted the statement below in response to the 2016 Orlando nightclub mass shooting and numerous police killings of Black men and women at that time. We repost it here both as a reminder that the current tragedy is the most recent in an ongoing – and all too frequent – string of such tragedies and also as a call to action for ways we can all work to eradicate the stereotypes, biases, and inequitable systems that contribute directly and indirectly to these tragedies.

Original August 2016 Post

Rise Above the Hate: Realize, Recognize, and Respond to Bias in Our Systems and Ourselves

In recent months, our country has seen a surge in violent tragedies related to long-standing systems of racial and other social biases. While our focus at NCWIT is typically on bias in the tech world, we believe that similar systemic biases related to race, sexual orientation, gender expression, class, ability, and other societal differences underlie the horrific events that have taken place nationwide over the past several months. And, we believe that it is important for us to recognize the powerful effect these tragedies have on our workplaces, our classrooms, and our everyday interactions – often making groups who are already marginalized feel even more isolated and less safe, both psychologically and physically.

At NCWIT, we believe that the time to work together to acknowledge and address these intersecting and overlapping systems of bias grows even more urgent. This means asking tough questions, having informed conversations, and taking research- based actions for change. To that end, we below identify a few actions that all of us can take in the hopes of bolstering a constructive perspective for addressing the challenge before us all – one that rises above the hate-filled rhetoric often seen in the popular media and in online forums.

1. REALIZE that unconscious (and conscious) bias exists in our society, our systems, and ourselves. We have all inherited patterns of thought, constructed systems, and biased world views that have extended across generations, are often unacknowledged, and serve to disadvantage people who are viewed as “different” or “other.” In order to change these biases, we must work to make them visible and evident. We suggest that now is a particularly important time to reflect on assumptions and biases we may have yet to examine – and to listen with a genuine spirit of inquiry to the stories and experiences of those different from ourselves. 2. RECOGNIZE how unconscious bias manifests differently in different situations. Whether it is the underrepresentation of women in tech or the overrepresentation of Black men in prison, similar systemic biases and inequities are at work. And the list goes on to also include nationality, religion, sexual orientation, class, ability, and more. We must recognize the different ways that these intersecting biases serve to disadvantage entire groups of people in our country — especially those who fall into multiple marginalized categories. 3. RESPOND by confronting bias when we see it (or hear it). It is our shared responsibility to not only recognize and understand unconscious bias, but to interrupt it in our society, our systems, and ourselves. Silence amounts to complicity. Change requires action and effective action requires practice, including both successes and failures. We can and must do this without assigning personal blame (which is counterproductive) and instead working together toward systemic solutions.

Finally, we believe that it is particularly important for technology organizations to recognize that they are implicated in and affected by these recent tragedies in both positive and problematic ways. For one, new technologies (e.g., cell phones, social media) are making it much more difficult for anyone to avoid or ignore these realities, perhaps accelerating the rate at which true change is possible. But, we have also seen these same technologies facilitate polarizing blame games, rather than support productive public discourse that could lead to real change. And, as the public increasingly recognizes, the technology industry itself issignificantly lacking in diversity, making these work and educational environments even more unwelcoming and isolating for members from marginalized groups when tragedies like these occur.

More than ever, then, it is important for technology organizations to redouble their efforts to address multiple biases and inequitable systems in their own and in other social environments. It also includes, as Dr. Melissa Harris-Perry noted in her keynote at the 2016 NCWIT Summit, recognizing that broader social conditions like violence and income inequality are intimately connected to a lack of diversity in tech. Of course, we should not expect the process of changing biased systems to be smooth or seamless. Change is often difficult and contentious, to say the least. But, we can and must do better. We must find ways to have conversations and take actions that are productive and not dismissive of the lived experiences of people who differ in terms of race, class, gender, sexuality, ability, and other identities. Each of us must be willing to REALIZE, RECOGNIZE, and RESPOND to bias. We believe this change is possible and that we cannot afford to lose this opportunity to work together to accomplish it.

24 Ways to #ChooseToChallenge Bias in Computing

The theme for International Women’s Day 2021, which took place on March 8, was #ChooseToChallenge. To celebrate, NCWIT shared 24 ways that individuals can take action to reduce barriers to women’s full and meaningful participation in computing. From K-12 education through college and the tech workplace, these tips and resources can help you recruit and retain women in computing programs and technical positions, while building an inclusive, equitable environment to support their success.

Establish metrics to track progress toward diversifying internships, interviews, hires, and promotions. When diversity goals are part of employee evaluation, changes occur. // Top 10 Ways to Be a Male Advocate for Technical Women Do you notice members of a majority group dominating meetings and making it hard for others to speak? Solicit the opinions of quieter employees during or after meetings to ensure that every voice is heard. // Male Allies and Advocates:* Helping Create Inclusive & Highly Productive Technology Workplaces One way to ensure that the demographics of your school’s computing programs are representative of the student body as a whole is to make one or more computing classes required. // Guide to Inclusive Computer Science Education: How Educators Can Encourage and Engage All Students in Computer Science Develop an anti-harassment policy and guidelines for appropriate behavior to ensure that your program, workplace, or conference is a safe and inclusive space for everyone. Be sure to publicize your code of conduct. // 13 Tips to Make Technical Conferences More Inclusive Want to make a difference? Seek out information about the ways bias, microinequities, and stereotype threat affect the experiences of underrepresented employees in the tech field and in your specific workplace. // Top 10 Ways to be an Effective Sponsor Teaching online? You can still bring diverse role models from a variety of STEM fields into your classroom with this virtual décor collection. // Virtual Classroom Décor for Computer Science and Tech Educators Assess your school’s computing program to determine whether structural barriers might be preventing students with disabilities from participating. Are classrooms and devices accessible? // Guide to Inclusive Computer Science Education: How Educators Can Encourage and Engage All Students in Computer Science “What do you mean by that exactly?” If you hear biased or stereotyping language at work, asking the speaker for clarification can prompt reflection and adjustment. // Male Allies and Advocates:* Helping Create Inclusive & Highly Productive Technology Workplaces Benefits of intervening when you witness bias or stereotyping include reducing the harm experienced, reducing future bias, promoting equity, and shifting norms. // Interrupting Bias in Industry Settings Are you unsure if something you heard is biased? Do you hesitate to bring up diversity issues because you don’t want to get the language wrong? These short videos can help you demystify the evolving terms used for different identities. // Learning About Intersectionality: Videos That Spark Discussion Holding a tech conference, hackathon, or other event? Offer scholarships or reduced conference registration options to any demographic group that is underrepresented in your audience. // 13 Tips to Make Technical Conferences More Inclusive Do your students have opportunities to interact with role models who look like them? Help students see themselves in computing by inviting diverse educators and tech professionals to visit your classes or clubs. // Guide to Inclusive Computer Science Education: How Educators Can Encourage and Engage All Students in Computer Science If you are a manager, reflect on your task assignment patterns. Do you tend to assign tasks with more visibility or responsibility to certain people or groups? // Male Allies and Advocates:* Helping Create Inclusive & Highly Productive Technology Workplaces Sponsors can make a difference in anyone’s career, but research shows that they can be especially important for women and other employees who are a minority in a majority-group environment. // Top 10 Ways to be an Effective Sponsor It can be easier to intervene in bias or discrimination when you’ve practiced what to say in advance. Use this guide to set up a practice session with your colleagues. // Interrupting Bias in Industry Settings Support students in taking risks by building community within the learning space. Peer-to-peer learning and small-group work can help all students build relationships and more comfortably share ideas. // Guide to Inclusive Computer Science Education: How Educators Can Encourage and Engage All Students in Computer Science Relying on word of mouth for recruiting efforts tends to reproduce the status quo, since people are likely to recommend others who are much like themselves. Actively expand your network to find more diverse candidates. // Male Allies and Advocates:* Helping Create Inclusive & Highly Productive Technology Workplaces When men bring up gender equity and other diversity issues, they can make it less “risky” for others to speak up. // Top 10 Ways to Be a Male Advocate for Technical Women The decor in a space sends a strong signal about who is welcome there. Make sure your classrooms are decorated with posters and other visual cues that make students from all backgrounds feel like they belong. // Guide to Inclusive Computer Science Education: How Educators Can Encourage and Engage All Students in Computer Science Make a conscious effort to increase the visibility of technical women on your team by recommending them as speakers for strategic events and meetings. // 10 Actionable Ways to Actually Increase Diversity in Tech Arrange learning spaces for computing classes in ways that promote collaboration and hands-on activities, and consider having multiple types of spaces in your classroom. // Guide to Inclusive Computer Science Education: How Educators Can Encourage and Engage All Students in Computer Science One key way majority group members can be allies is to talk to other majority group members about inequity in the tech world and raise awareness about the structural barriers that exist. // Top 10 Ways to Be a Male Advocate for Technical Women When we have many perspectives working to solve problems, we get many kinds of solutions. Focus teaching and encouragement on solving problems, rather than finding a single right answer. // Guide to Inclusive Computer Science Education: How Educators Can Encourage and Engage All Students in Computer Science Managers and others in positions of authority have an important role to play in setting the tone for a workplace by modeling practices that increase equity, and by consistently challenging bias in action. // Top 10 Ways to Be a Male Advocate for Technical Women

News on the Radar: 2/24/21

Did you know that International Women’s Day is a great time to talk about women and computing?

International Women’s Day (IWD) is celebrated in many countries around the world. It is a day designed to recognize women for their achievements without regard to national, ethnic, linguistic, cultural, economic, or political divisions. It is an occasion for looking back on past struggles and accomplishments, and more importantly, looking ahead to the untapped potential and opportunities that await future generations of women.

IWD first emerged from the activities of labor movements at the turn of the twentieth century in North America and across Europe. The first National Woman’s Day was observed in the United States on February 28, 1909, in honor of the New York garment workers’ strike where women protested against their working conditions. In the years that followed, several countries throughout Europe joined the Women’s Day movement, holding rallies calling for women’s right to vote, to hold public office, and to have equal access to employment opportunities. In 1978, during International Women’s Year, the United Nations officially began celebrating IWD every March 8.

Since those early years, the growing international women’s movement has helped make the commemoration a rallying point to build support for women’s rights and participation in the political and economic arenas. Increasingly, IWD is a time to reflect on progress made, to call for change, and to celebrate acts of courage and determination by ordinary women who have played an extraordinary role in the history of their countries and communities.

Why IWD and computing?

Acknowledging women’s contributions to computing and striving for greater participation is an ideal project that honors the spirit of IWD. This day has historically focused on issues and efforts related to improving rights, conditions, and opportunities for women. The persistent underrepresentation of women in the rapidly growing and essential field of computing results in costly consequences. It inhibits innovation by omitting the diverse perspectives and life experiences women bring to invention and problem-solving. It also perpetuates, and even exacerbates, the social and economic disparities for women everywhere. (See the NCWIT resource Women in Tech: The Facts for detailed statistics.) Given the increasingly vital role that computing plays in today’s world, increasing women’s participation in this burgeoning field is essential both for improving conditions for women and for improving technological innovation, problem-solving, and development. IWD provides organizations a valuable and timely opportunity for addressing these important issues.

Ideas for Celebrating IWD

Anyone can initiate IWD activities. Enlisting the support of leadership, however, is vital. Events will be more successful if leaders in your organization are involved. High-level involvement can take the form of helping to promote an event, extending invitations to speakers and attendees, or making introductions on the day of an event.

Below are a few ideas to get you thinking about how your organization can use IWD celebrations to bring attention to issues facing women and girls in computing. You can find more information to support your efforts in the NCWIT resource, International Women’s Day in a Box: Raising Awareness, Igniting Change.

For K-12 Schools and Organizations:

Tune in to online celebrations. This year, there are more virtual IWD events than ever, being held by companies and organizations around the world. Use this search page to find one that’s a perfect fit for your students, and join by livestream. Acknowledge women’s technical accomplishments. Share stories of women who have made significant technical accomplishments in the field of computing. Check out past recipients of the NCWIT Pioneer in Tech Award for some inspiration. Connect with community. Collaborate with a local tech company or educational organization to plan a day of events designed to interest girls in computing or technology careers. Virtual options might include guest speakers, site tours, and hands-on activities that students can try at school or at home. For Postsecondary Institutions, Departments, and Programs:

Create an award for inclusive practices. Think about promising practices that promote diversity at the individual, department, or work group levels. Consider establishing an award you can present annually on IWD that celebrates and encourages those whose work is helping to transform the culture of your institution. Associate your campus or department’s identity with IWD. Tailor an image of your mascot, logo, slogan, etc. to IWD. Use it on posters and other swag items that you can distribute, or change up your website for the week. This can help students and colleagues connect your program with the values and goals of IWD. Educate your community about women’s impact. Conduct interviews or archival research to create your own videos and articles about women faculty and alumni of your institution who have made significant technical innovations. Share these materials with your campus community during the week of IWD and beyond.

For Companies:

Communicate about your company’s current initiatives. Does your company participate in outreach to girls and young women regarding potential computing careers? Do you offer programs that aim to recruit, mentor, retain, and advance women? Use IWD as a reason to gather and publicize this information. After listing accomplishments, take a moment to identify next steps. Create an award for technical achievement. Use IWD as a way to honor the technical accomplishments of women in your company. For example, consider an award that honors innovation efforts by women or by diverse work teams. Enlist the help of the CEO and other top leadership to endorse these awards by supporting the call for nominations and by participating in the award presentation. Organize “Take Your Ambition to Work Day.” Hold an event where employees are encouraged to take stock of their professional lives and talk about their ambitions with supportive peers and mentors. On IWD, give women a structured opportunity to meet with mentors and/or managers to discuss their career goals and professional plans to achieve them. Launch a patenting and innovation group for women. A study sponsored by the NCWIT Workforce Alliance found that mixed- gender teams produced the most highly-cited patents. Consider establishing a women’s patenting or innovation group to help employees learn how to patent and to foster diverse innovation. Use IWD to launch and publicize this program, and invite a speaker to talk about gender and innovation. Take a global perspective. Companies with an international presence may want to focus on increasing awareness and communication about activities and existing conditions in different global offices and contexts. Communicate with your global locations to learn what they are doing on IWD to improve conditions for women in computing. Raise awareness about conditions for women in computing in a variety of countries. Highlight different barriers as well as different successes, and encourage cross-cultural collaboration where possible.

Get more celebration ideas in the NCWIT resource, International Women’s Day in a Box: Raising Awareness, Igniting Change. You’ll also find practical tips for making your event as successful and impactful as it can be, plus pre-made templates for press releases, award nomination forms, and more.

Of course, however you choose to celebrate, be sure to share about it on social media. Leverage the official IWD 2021 hashtags, #ChooseToChallenge and #IWD2021, to gain visibility and reach for your initiatives.