<![CDATA[Digital Diversity - Blog]]>Sat, 12 Mar 2016 09:04:54 -0800Weebly<![CDATA[How do we get more minorities in STEM careers?]]>Fri, 27 Mar 2015 05:32:10 GMThttp://digitaldiversity.weebly.com/blog/how-do-we-get-more-minorities-in-stem-careersAccording to the research, few minorities and women pursue STEM careers and those who do often quit or face many hardships. We invite you to brainstorm with us ideas on how to encourage minorities to pursue STEM careers. Record your answer via Vocaroo, save it, and add the embed code to the comments thread with your Twitter handle. Share your recording on Twitter with the hashtag #digidiversity. We have included the Vocaroo recorder below. NOTE: Adjust the volume of each recording to your preference.

Q: Why aren't more minorities in STEM careers? What can teachers and schools do about this?
From Sarah Thomas (@Sarahdateechur)
From Rafranz Davis (@rafranzdavis)
From Shelly Sanchez Terrell (@ShellTerrell
Join the discussion by recording your thoughts below. Add your 
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<![CDATA[Digital Diversity: Minority Women in EdTech panel at SXSWEdu]]>Mon, 09 Mar 2015 03:40:16 GMThttp://digitaldiversity.weebly.com/blog/sxswedupanel2015
Tuesday, March 10, 12:00PM - 1:00PM 
Austin Convention Center Room 12AB 
500 East Cesar Chavez Street

A digital divide still exists between female and male students. The gap is even larger in minority student populations. Evidence suggests that educational technologies can improve student achievement, so long as such tools are integrated thoughtfully into teaching and learning. This session is an open and honest discussion with four minority women in different educational technology leadership positions, sharing their journeys and personal missions of empowerment for improving education for all. 

Objectives: 

1) To promote the recruitment and retainment of women and minorities in the various fields of educational technology, especially in leadership positions. 
2) To share experiences and challenges to minority women in STEM and educational technology careers; and collaborate on possible solutions to those challenges. 
3) To enlighten educators on how to utilize educational technology to celebrate cultural diversity and gender equality while appealing to the interest of their students. 
See more at:  Schedule.sxswedu.com/events/event_EDUP35887
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<![CDATA[Research: The Technology Industry's Gender GapĀ ]]>Mon, 09 Mar 2015 02:10:27 GMThttp://digitaldiversity.weebly.com/blog/gendergaptechBelow find data and information regarding the gender gap that currently exists in the technology industry.

* The National Association of Women in Technology reported:
  • 26% of the computing workforce in 2013 were women- 5% Asian women, 3% African American women, and 2% Hispanic women
  • 64% decline in the number of first-year undergraduate women interested in majoring in Computer Science between 2000 and 2012
  • Quit rates for women in Science (

These are key findings from the Jan. 2015 study conducted by the Center for WorkLife Law at UC Hastings, which consisted of a survey of 557 women in STEM and interviews of 60 women of color in science, technology, engineering, and math:  
  1. 100% of the women interviewed reported gender bias.
  2. Black women are more likely (77%) than other women (66%) to report having to prove themselves over again.
  3. Latinas report being pressured by colleagues to do admin support work for their male colleagues, such as organizing meetings and filling out forms.
  4. Both Latinas and Black women report regularly being mistaken as janitors.



* Key findings by the Center for Talent Innovation report (CNN, 2014):
  • Women in Science, Engineering and Technology (SET) quit rates versus men: US- 45%, Brazil- 29%, China- 50%
  • The reasons include: 
  1. Isolation. They still feel excluded from buddy networks and lack female role models 
  2. Bias in training and performance evaluation. 72% of women in the U.S., 78% in Brazil, 68% in China, 81% in India perceive bias in performance evaluations.
  3. Struggles to conform to biased standards of executive presence. SET women struggle to decipher and embody leadership attributes, and receive little useful feedback to correct this perception.
  • 44% of women in the U.S., 33% in Brazil, 57% in China and 66% in India list behaving like a man as an advantage to becoming a leader in SET fields.


* An international study of tests and surveys of gender equality in schools by the Organisation for Economic Cooperation and Development (OECD) in March 2015, found that girls lacked self-confidence in their ability to solve math and science problems and achieved worse results, despite outperforming boys. (Guardian, March 2015)

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