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DE- COD- ING Diversity

How to attract and retain and women in tech education A guide for education providers 2

Who this guide is for 3

• This guide is for education and training providers seeking inspiration to encourage greater numbers of women and girls into a digital technology education programme.

• Secondary school teachers, university lecturers, code club volunteers, and other community group leaders, potential employers, career advisors, industry professionals, recruitment personnel, students, and their parents, may find this guide helpful.

• This is not an academic report; nor is it the definitive word on the subject. It provides useful tips supported by what our focus groups told us would help attract and retain girls and women in tech education.

Read, learn and be inspired! 4

Why we need more women in technology 5

Digital technology is the fastest growing All sectors are being transformed through industry in New Zealand, but women technology and skilled tech workers are make up only 23 percent of people wanted in a wide range of sectors. employed in the sector. Government services are increasingly going digital too, changing the way The business case for greater gender services are delivered to customers. balance is strong. Tech firms that are gender balanced are up to 40 percent Although women are now more highly more profitable. qualified than men, the number of women studying technology remains Women are 51 percent of the low. In 2015, 1,600 people earned an population. So including women IT degree, but only 350 were women. in product development and This proportion has barely moved in the decision-making ensures a broader past 20 years. In the same year, women understanding of the customer’s needs gained 64 percent of all degrees awarded. and better targeted tech products. A creative and specific approach In 2015, the tech sector added $16.2 to attract women into the digital billion to New Zealand’s GDP and technology sector is needed, as well employed 98,911 people. Tech roles are as a genuine commitment to diversity some of the highest paid in New Zealand, and inclusion to keep them there. as well as the most flexible – a real selling point, particularly for women. It all starts with technology education.

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Females taking IT IT degrees

Males taking IT All degrees

78 96

Data source: Ministry of Education

“It’s vital for New Zealand’s economic future that more women participate fully in technology. The first challenge is to inspire and excite more students, parents, teachers and principals about digital technology and the opportunities it creates for fulfilling careers.”

Graeme Muller CEO, NZTech 6

How we gathered What we found our information Seven ways to attract girls and • We surveyed 70 young women, women into tech education aged 16-23, about why they took digital technology education, 1. Get better at saying what’s brilliant how tech education providers about a career in digital technology. could better attract girls and women, and the barriers to girls 2. Show the range of jobs that and women choosing digital use tech, the opportunities tech technology career pathways. provides, and the kinds of people who have tech careers. • We drew on local and international research and some identified 3. Be clear about requirements and practical examples from any alternative pathways. New Zealand and overseas. 4. Take action to promote inclusiveness and openly celebrate and acknowledge the business benefits of diversity. 7

5. Provide opportunities for career 2. Mind your language. More positive advisors and parents to better encouragement will build confidence understand tech pathways. and retain women in tech education.

6. Avoid stereotyping. 3. Promote teamwork. Group activities support learning and dispel the 7. Keep an open mind and encourage common perception that working all potential students equally. in tech means sitting alone at a computer all day. Four ways to retain girls and 4. Consider your teaching style. women in tech education Recognise different levels of 1. Support women in tech clubs. understanding, experience, If you don’t have a club, promote and ability. initiatives that will support their learning, such as Rails Girls and She#.

“We need diverse teams of technically capable grads with a passion to solve the really tough challenges facing people all over the world. I hope this guide inspires educators to help all students become the change makers, innovators and creators of the future.”

Sally-Ann Williams, Engineering Community & Outreach Manager, 8

Attracting girls and women into tech education 9

Explain why a career in digital “You can change the world technology is great with nothing but knowledge and a computer.” Many school students don’t understand the range of roles a career in technology can lead to or its impact on the world. Show the range of jobs that use tech, the opportunities “Hardly anyone [in my class] took tech provides, and the kinds of digital technology as a subject because people who have tech careers they never told us what would be done with it.” Use class exercises and assignments that make stronger links between Tell the stories about successful digital technology and how it women in tech so that young women can solve real-world problems. have visible role models. For example, how “There aren’t many successful females (AI) is revolutionising healthcare in the industry who are household and giving people greater access names, like Bill Gates. There is a to services in developing countries; shortage of women role models how technologies are improving crop who are household names.” growth year round, preventing food shortages; the imminent and greater “Post more success stories on the use of electric cars, and eventually website – show how women have autonomous cars. changed the world. The CEO of YouTube Susan Wojcicki, for example, Encourage students to choose the is a .” problems they want to work on.

When asked what careers they “I would like to develop something planned to pursue, focus group that helps people enjoy getting and participants favoured careers that being fit.” were relevant and meaningful to “I’m interested in how technology can their lives and those of others. help people in third world countries.” They talked about working in industries and sectors where “I’m interested in AI and its potential they could “make a difference”. to help people.”

“A job that’s about social good is “There are many examples of technology more important than money.” helping people with disabilities.” 10

Describe careers in terms of the to understand how the course will personal characteristics people need benefit them and better able to judge rather than focusing just on technical whether it’s a good fit. skills. For example, highlight that although problem-solving is important, Take action to promote the sector is also looking for people inclusiveness, and openly with good communication skills, who celebrate and acknowledge are team players, can show leadership, the benefits of diversity and are well organised and able to manage their time efficiently. “This is a big industry that needs more women in it. Market it!” Be clear about requirements Companies that have women in and any alternative pathways leadership and governance send a strong message that they are Does the course require maths and/or progressive and recognise merit. physics? If so, to what level and how These companies become employers many credits are needed? Focus group of choice and more easily attract participants were confused about top talent. prerequisites, particularly for physics and certain types of maths. Educators need to talk about the business benefits of diversity, especially If you offer bridging courses or boot in introductory courses. Diversity is camps to help students meet course about getting the best people and requirements, how do they access making them feel welcome. these and what are the entry requirements? Consider providing “When talking about the benefits of introductory classes for complete diversity avoid the diversity hire – ‘she beginners – no prior experience got in because she’s a ’ – message.” necessary – or direct people to where You can always ask your students how they can complete introductory courses. the course could be more inclusive. Provide detailed descriptions Make sure women feel safe in courses about course content and where in which they are a minority and the qualification can lead. This is that they understand the process particularly important for introductory for handling matters that may arise. courses where a student may be Perhaps have a code of conduct and undecided or doesn’t know about talking to the class about acceptable . With more and unacceptable behaviours? information, students are more likely 11

Provide opportunities for Young women said that the digital career advisors and parents technology taught at school was to better understand tech either too or girls were actively pathways and possibilities discouraged from taking it. Many of the young women surveyed “There wasn’t a big push for it at described barriers imposed by their school. Some high schools don’t even schools or their parents. Parents, consider it an option for girls.” in particular, didn’t understand the “My class at high school did basic types of jobs their children would be stuff, such as how to use Photoshop qualified to do, the availability of jobs, or build a website. I found it too easy and what these jobs paid. Therefore, so I taught myself stuff.” provide information for parents too. For tertiary providers, make sure schools “My parents tried to talk me out of have up-to-date information about your it [tech] because they haven’t used technology courses. Include content that it [tech] in their job, but when they clearly explains mandatory requirements realised I was doing stuff I could and career pathways. Think about how actually use, such as building websites, women see your organisation. Identify and they realised digital technology the career opportunities you offer and paid a lot, they were supportive.” ways to make them more attractive to “My parents didn’t want me to study women and girls. digital technology. They wanted me to do law. They didn’t believe I could get a job out of it. They didn’t understand.” 12

When producing your marketing Avoid stereotyping, keep an material: open mind, and encourage • Ensure a female presence in all students equally marketing images, voices on radio Avoid stereotypes in your verbal and ads, at open days, and when staffing written communication and your booths at career expos. students will all feel welcome and seen as individuals. • Make sure the content is clear, easily understood and jargon-free. The young women surveyed said it was important to change the idea of what • Avoid gender stereotypes, for studying tech meant. example, pink, beauty, and domestic-related angles. “Break the stereotype of the nerd in a dark room who loves Lord of • Share examples of female tech the Rings”. graduates with local schools, through social media, and on your website. Check with career advisors at schools to make sure they are offering all • Offer taster courses for high school girls exposure to digital technology students; consider offering them through field trips and workshops. to a cohort of girls, or ensuring a Some young women we spoke to said 50/50 gender split, so that girls that, as school girls, they were offered feel welcome. 13

workshops on barista skills, beauty Some further tips therapy, early childhood education, Set expectations for professional and becoming a vet. behaviour “I asked if I could see what Make it clear that staff and students are programming was like, but was told expected to use inclusive language and it wasn’t cost-effective to organise appropriate images in their assignments something for one person.” and in communicating with each other. “A stereotype still exists that jobs They also need to create an inclusive in digital technology are unsuitable and inviting atmosphere. for women.” “I was invited to join a coding group “A guest speaker at high school in secondary school, but nearly all started talking about race car were boys and the environment suspension, but then changed his didn’t feel right.” example to baby bouncers because Attend to the physical and digital ‘he was at a girls’ school’.” environments Prepare and deliver material career Labs, classrooms, and social spaces advisors can use to promote courses can reinforce stereotypes about who to girls. Consider hosting a seminar the ‘typical’ computer science student or expo for career advisors specifically is. So can webpages. Check out your on digital technology. programme’s physical spaces, websites, Encourage schools to be more and promotional material to see what inclusive and support all girls to messages they may be sending. attend digital technology events, “There was only one digital technology not just students from digital display at a careers expo, which was technology classes. It’s important very busy. The boys were physically for educators to keep an open mind. bigger so it was hard [for us girls] to Research shows that teachers often see and find out more.” assume that boys will be better at tech than girls. Even positive stereotypes can hurt

Remember to also talk to students Avoid stereotyping, even when interested in arts, humanities, and making a positive comment, for sciences about how technology example, “women are so good with connects all subjects. …” These kinds of comments can create or trigger a stereotype-based expectation of performance. 14

Keeping girls and women in tech education 15

Support women-in-tech clubs. “The friends I have made have kept If you don’t have a club, me motivated to keep going. I enjoy promote initiatives that will this degree because of them.” support their learning, such as Rails Girls and She# Mind your language. More It’s easy for girls to feel isolated in positive encouragement will male-dominated courses, especially build confidence and retain in their first year. Provide clubs or women in tech education draw their attention to initiatives Women may think they’re not as good where they can feel supported. at technology as men, or that the They will enjoy the course more opportunity for a career in tech is for and stay more engaged. Promote the brainy few. One reason discussed opportunities for women to network. is because girls may not have had as Use the directory of STEM initiatives much screen time as boys growing up. – Learn, Discover, Connect – on the Social and cultural expectations also Ministry for Women’s website at shape the aspirations and motivations www.women.govt.nz. of girls. As a result, girls can lose “Computer Chicks was a very good confidence in their technical abilities support network. I would have and opt out if they’re constantly dropped out otherwise.” hearing that something is difficult.

“It’s easy to feel isolated, especially “A lot of people say it’s too hard; in your first year. You don’t see many it’s not if you put the time and effort people like you in your classes.” into learning stuff.”

“In my first year, it took me six months “Don’t position [technology] as hard; to ask for help. For many women, English is hard too.” there’s a feeling that you have to “If you support them to give it a go, prove that you can do it; that you they will succeed.” deserve to be there. In clubs, you can “I was pulled aside by a tutor in a talk about these things. It’s important lab and told, ‘You can do this; don’t to get first years involved because they shoot yourself down’. This was helpful don’t have a support network.” encouragement.” “Since starting engineering, Girls who pursue technical courses the club for women has been say they often feel the need to prove incredibly supportive and has kept that they deserve to be there by me wanting to study it.” outperforming their male classmates. 16

“When you’re the only girl in the class, need to accomplish and achieve, and you feel like you have to represent all problems to solve. Support teamwork of girl-kind.” in class for challenging assignments.

Focus group participants thought that “The first and second years [studying educators could make more effort to Computer Science at university] normalise tech as something anyone were quite challenging because can do – for example, by showing a the projects weren’t done as a team. snippet of code and what that snippet My third year was much easier and actually does – and help prevent done more as team projects, which women from feeling like outsiders by is more enjoyable.” encouraging a more inclusive learning When allowing team work, be explicit culture – for example, encourage about the criteria for success and students to step back, listen, and leave behaviours you expect to see, for space for a new voice. example, it’s not a competition and speed is not a factor. Often women Promote teamwork. Group may enter a course with less hands-on activities support learning and tech experience than men and so may dispel the mistaken belief that be slower, but still have the required tech people work alone at a aptitude to succeed. computer all day Group activities also help to dispel the Design collaborative and mission- misconception that digital technology based tasks that have goals students is anti-social. 17

“Promote the social and networking Consider your teaching style. aspects of career paths in technology.” Does it recognise different Another approach for easing students levels of understanding, into technology is ‘pair programming’. experience, and abilities? A common complaint among the Pair programming is a software young women surveyed was that development technique where two tutors assumed that everyone knew work at the same what was being discussed. If someone computer. One writes the code asks a question in class, explain what’s (‘the driver’ – often the person with being asked before answering. Some the least experience so no-one gets students try to show how much they left behind) while the other assesses know by asking long questions and the code as it is being created dominating class time. Manage the (‘the navigator’). The programmers discussion by asking them to discuss may switch these roles frequently, the issue with you after class. Or making pair programming a highly use it as an opportunity to explain collaborative method of software to and involve the whole group. For development. example, Harvey Mudd College went “Many people have from averaging 10 percent women the misconception computer science majors to 40 percent. See Case Study page 22. that software “Teaching style should provide context, development is done create an environment where people in isolation and you’re don’t go off on tangents because it on a computer all day alienates part of the class. Be inclusive.” – it’s more than that – “Train teachers not just in knowledge, promote it.” but in how not to alienate girls.” Don’t allow comments or jokes that Pair programming has been shown to belittle women, their knowledge, or benefit all students but is considered their contribution to the class. particularly useful as a method for improving female retention because “Teachers who get to know students it addresses limiting factors like lack and get students talking and working of confidence and the view that together are great.” computer programming and computer science is competitive and anti-social. 18

Case studies 19

Isabelle Taylor from University of Canterbury

Studying towards a Bachelor of Engineering with Honours in Software Engineering A summer internship at Google in Sydney is just one sign that Isabelle is set for an exciting life as a software engineer. She heard about the “There are so many great things about opportunity at the Google Women software engineering. I enjoy the in Tech event, which was held at problem-solving aspect, and the way the University of Canterbury. I can work through a problem logically to find a solution. I also love that it “It was an incredible experience that can be combined with so many other Case taught me so much about working in things. Software is used in hospitals, the industry and made me sure that to fly planes, play music, animation this is what I want to do with my life,” in movies, and so much more.” studies she says. Isabelle opted to take a Bachelor of It was not always such a clear-cut path Engineering degree at the University for Isabelle. She had always planned of Canterbury, which upon graduation to go to university, but was not sure means she will be a qualified member what to study. of the Institution of Professional “I tried some programming in my Engineers New Zealand. digital tech class at high school. “I have lived in Canterbury for my It was the only thing I had tried that whole life. University of Canterbury truly interested me and something has such an awesome engineering that I could imagine doing for the department it was the obvious choice. rest of my life. I had found my passion! The lecturers are usually very passionate My parents took some convincing – about their subject and keen to help law had been my second option – you learn. Of course it also helps that but they came around to the idea. it is a really cool campus!” 20

Isabelle is heavily involved in wider Case study: Kat student activities, winning an Emerging Leaders’ Scholarship and joining some Black, Film motion of the many clubs at the University. capture specialist “It can feel a little isolating being a woman in a computer science or engineering lecture, but I joined Computer Chicks and and met some awesome people. When I’m not studying, I enjoy socialising with friends, reading a good book, baking yummy food, and playing .”

Isabelle’s advice to students considering software engineering as Visual effects artist Kat Black used a discipline is to try it in the first year. to imagine her name rolling up the screen at the end of a movie. “If you’re not sure that it’s for you People told her it was an impossible then take COSC 121 (Introduction dream, but she’s made it happen to Computer Programming) and try through a combination of hard work, it out. You might love it, and if you commitment and self-belief. don’t then at least you leave with a basic understanding of what computer Kat had her big break in the highly programming involves.” competitive motion capture industry

Article reproduced courtesy of Canterbury University at 24 years old, landing a job at Weta 21

Digital in Wellington. Two years later, interactive map for Te Papa, which she has 11 movies – including The then led to another interactive map Hobbit, Dawn of the Planet of the Apes for the DVD extras on the western and The Hunger Games – to her name. Good for Nothing by Mi Films, and then to her job at Weta. After being promoted a year ago to her dream role as a Compositor, she “I kept on applying saying I wanted says her new role at Atomic Fiction, to work there, and each time I had maker of Star Trek Beyond and Dead more experience to add I’d apply Pool, provides lots of challenging and again. In the end I had an amazing exciting learning opportunities showreel from all the work I’d done and references from people who knew Kat knew what she loved doing when I worked really hard.” she left school, but wasn’t sure she could turn it into a career. It’s really Kat was “thrown in the deep end important to show a good work ethic. because it was crunch time for The Hobbit”, and quickly picked up skills, “When I left school everyone else was just the background she needed to going to university but I just wasn’t pick up her new contract. sure, so I worked at New World for six months.” She now has her sights set on compositing, and has the opportunity After six months working in a to train in it after hours at Atomic supermarket, she took the plunge. Fiction. “Media and film was the thing I loved “That’s really top dog stuff. Motion the most when I was in school, so I capture is at the very start of the studied animation and multi-media at pipeline because the film is raw, you Natcoll (now Yoobee School of Design) haven’t textured or done any lighting then went on to do advanced video for it yet. Compositing is at the very post-production.” end, you have meetings with the “I was given all the tools to make director and put all the components something amazing. There were together to make the final shot.” times when I was working 50 hours Kat says she’s discovered sticking to a week and had a part-time job on what you want is the key to success. top of that for 25 hours a week. But, by the end I had this great piece “Now I’ve figured that out, there’s of work that was priceless.” no limit to what I can achieve. It’s exciting, because I know I can get That piece of work opened doors. what I want by just keeping at it.” Kat got the chance to work on an 22

Harvey Mudd ‘macho effect’, where a few more experienced students intimidate College, University of others because they seem to know California, Berkeley so much more. Provide role models

To strengthen female students’ interest in computer science, 25 first-year women were given the opportunity to attend the Celebration of Women in Computing, the largest conference focusing on women Over a five-year period, Harvey Mudd computer scientists. At the conference, College went from averaging 10 students meet a variety of role models percent female computer science – successful women working in tech majors to 40 percent. and enjoying it.

The Computer Science faculty led Create early research opportunities the effort in 2006 by redesigning The College created research projects the introductory computer science for students with little computer course to focus more on creative science experience and encouraged problem solving. Instead of traditional female students to apply. These homework, the faculty assigned projects allowed female students to team-based projects so that students apply their knowledge, boost their coded together. Most importantly, confidence, and deepen their interest they made the courses fun and in computer science. emphasised ways in which computer science could benefit society. Demystify success

The following are some of the changes In most places, particularly in industry, the College made to attract and retain the path to success can be unclear. female students. People outside the dominant group are often not included in social activities Remove the ‘macho effect’ where there’s a natural flow of To create a supportive environment information. Demystify the industry by for women and other students with opening up the conversation beyond no coding experience, the introductory the dominant group about what people course was split into two sections: do to succeed in the tech sector. those with prior programming The content for this case study was adapted from a speech given by Harvey Mudd College President experience and those without. Maria Klawe at the University of California at Berkeley Teachers worked to eliminate the in January 2016. A stereotype still exists that jobs in digital technology are unsuitable for women. Let’s change that! Acknowledgements The Ministry for Women would like to thank the following people for contributing to this guide: Cris Roughton, HOD Digital Technologies and Computing, and the Year 12 and 13 Digital Technology students at Wellington East Girls’ College. Wellington ICT Graduate School University of Canterbury Computer Chicks Sally-Ann Williams, Engineering Community & Outreach Manager, Google Grace Nolan The young women who volunteered their time to participate in our focus group discussions.

Published June 2017

PO Box 10 049 www.women.govt.nz Wellington 6143 [email protected] New Zealand Tel: (04) 915 7112 Facebook.com/womenofnewzealand Fax: (04) 916 1604 @women_nz ISBN Ministry for Women, New Zealand Print: 978-0-478-43016-5 Digital: 978-0-478-43017-2