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Diversity in computing
Diversity in computing refers to the representation and inclusion of underrepresented groups, such as women, people of color, individuals with disabilities, and LGBTQ+ individuals, in the field of computing. The computing sector, like other STEM fields, lacks diversity in the United States.
Despite women constituting around half of the U.S. population they still are not properly represented in the computing sector. Racial minorities, such as African Americans, Hispanics, and American Indians or Alaska Natives, also remain significantly underrepresented in the computing sector.
Two issues that cause the lack of diversity are:
The lack of diversity can also be attributed to limited early exposure to resources, as students who do not already have computer skills upon entering college are at a disadvantage in computing majors. There is also the issue of discrimination and harassment faced in the workplace which affects all underrepresented groups. For example, studies have shown that 50% of women reported experiencing sexual harassment in tech companies.
As technology is becoming omnipresent, diversity in the tech field could help institutions reduce inequalities in society. To make the field more diverse, organizations need to address both issues. There are multiple organizations and initiatives which are working towards increasing diversity in computing by providing resources, mentorship, support, and fostering a sense of belonging for minority groups such as EarSketch, Black Girls Code, and ColorStack. Institutions are also implementing strategies such as Summer Bridge programs, tutoring, academic advising, financial support, and curriculum reform to support diversity in STEM. Along with Institutions Educators can help cultivate a sense of confidence in underrepresented students interested in pursuing computing, such as emphasizing a growth mindset, rejecting the idea that some individuals have innate talent, and establishing inclusive learning environments.
In 2019, women represented 50.8% of the total population of the United States, but made up only 25.6% of computer and mathematical occupations and 27% of computer and information systems manager occupations. African Americans represented 13.4% of the population, but held 8.4% of computer and mathematical occupations. Hispanic or Latino people made up 18.3% of the population, but constituted only 7.5% of the people in these jobs. Meanwhile, white people, standing at 60.4%-76.5% of the population of the United States, represented 67% of computer and mathematical occupations and 77% of computer and information systems manager occupations. Asians, representing 5.9% of the population, held 22% of computer and mathematical jobs and were 14.3% of all computer and information systems managers.
In 2021, women made up 51% of the total population aged 18 to 74 years old, yet only accounted for 35% of STEM occupations. Additionally, while individuals with disabilities made up 9% of the population, they accounted for 3% of STEM occupations. Hispanics, Blacks, and American Indians or Alaska Natives collectively only accounted for 24% of STEM occupations in 2021 while making up 31% of the total population.
In addition to occupational disparities, there are differences in representation in postsecondary science and engineering education. Women earning associate's or bachelor's degrees in science and engineering accounted for approximately half of the total number of degrees in 2020, which was proportional to their share of the population for the age range of 18 – 34 years. In contrast, women only accounted for 46% of science and engineering master's degrees and 41% of science and engineering doctoral degrees. Hispanics, Blacks, and American Indians or Alaska Natives as a group face a similar gap between their share of the population and proportion of degrees earned, with them collectively making up 37% of the college age population in 2021, yet only 26% of bachelor's degrees in science and engineering, 24% of master's degrees in science and engineering, and 16% of doctoral degrees in science and engineering awarded in 2020. On top of the degree gap, data indicates that only 38% of women who major in computer science actually end up working in the computer science field, in contrast to 53% of men.
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Diversity in computing
Diversity in computing refers to the representation and inclusion of underrepresented groups, such as women, people of color, individuals with disabilities, and LGBTQ+ individuals, in the field of computing. The computing sector, like other STEM fields, lacks diversity in the United States.
Despite women constituting around half of the U.S. population they still are not properly represented in the computing sector. Racial minorities, such as African Americans, Hispanics, and American Indians or Alaska Natives, also remain significantly underrepresented in the computing sector.
Two issues that cause the lack of diversity are:
The lack of diversity can also be attributed to limited early exposure to resources, as students who do not already have computer skills upon entering college are at a disadvantage in computing majors. There is also the issue of discrimination and harassment faced in the workplace which affects all underrepresented groups. For example, studies have shown that 50% of women reported experiencing sexual harassment in tech companies.
As technology is becoming omnipresent, diversity in the tech field could help institutions reduce inequalities in society. To make the field more diverse, organizations need to address both issues. There are multiple organizations and initiatives which are working towards increasing diversity in computing by providing resources, mentorship, support, and fostering a sense of belonging for minority groups such as EarSketch, Black Girls Code, and ColorStack. Institutions are also implementing strategies such as Summer Bridge programs, tutoring, academic advising, financial support, and curriculum reform to support diversity in STEM. Along with Institutions Educators can help cultivate a sense of confidence in underrepresented students interested in pursuing computing, such as emphasizing a growth mindset, rejecting the idea that some individuals have innate talent, and establishing inclusive learning environments.
In 2019, women represented 50.8% of the total population of the United States, but made up only 25.6% of computer and mathematical occupations and 27% of computer and information systems manager occupations. African Americans represented 13.4% of the population, but held 8.4% of computer and mathematical occupations. Hispanic or Latino people made up 18.3% of the population, but constituted only 7.5% of the people in these jobs. Meanwhile, white people, standing at 60.4%-76.5% of the population of the United States, represented 67% of computer and mathematical occupations and 77% of computer and information systems manager occupations. Asians, representing 5.9% of the population, held 22% of computer and mathematical jobs and were 14.3% of all computer and information systems managers.
In 2021, women made up 51% of the total population aged 18 to 74 years old, yet only accounted for 35% of STEM occupations. Additionally, while individuals with disabilities made up 9% of the population, they accounted for 3% of STEM occupations. Hispanics, Blacks, and American Indians or Alaska Natives collectively only accounted for 24% of STEM occupations in 2021 while making up 31% of the total population.
In addition to occupational disparities, there are differences in representation in postsecondary science and engineering education. Women earning associate's or bachelor's degrees in science and engineering accounted for approximately half of the total number of degrees in 2020, which was proportional to their share of the population for the age range of 18 – 34 years. In contrast, women only accounted for 46% of science and engineering master's degrees and 41% of science and engineering doctoral degrees. Hispanics, Blacks, and American Indians or Alaska Natives as a group face a similar gap between their share of the population and proportion of degrees earned, with them collectively making up 37% of the college age population in 2021, yet only 26% of bachelor's degrees in science and engineering, 24% of master's degrees in science and engineering, and 16% of doctoral degrees in science and engineering awarded in 2020. On top of the degree gap, data indicates that only 38% of women who major in computer science actually end up working in the computer science field, in contrast to 53% of men.