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Posted November 08, 2016 by

Coding bootcamps provide students with chance for a career reboot

Group of young business students working together on computers in office. Coding bootcamps provide a unique learning opportunity.

Photo courtesy of Shutterstock.

Job seekers who are looking for change should consider this unique opportunity that provides steady career growth–in a sector where there is a shortage of workers. The opportunity? Coding bootcamps.

Coding bootcamps are short – but intense – training opportunities focusing on teaching students in-demand technical skills. They are offered across the country.

According to a recent report, 73% of coding bootcamp graduates surveyed were employed in a full-time job requiring the skills learned at bootcamp, with an average salary increase of 64%. Roughly half of the jobs in the top income quartile — defined as those paying $57,000 or more per year — are in occupations that commonly require applicants to have at least some coding knowledge or skill.

Grand Circus, a technology learning institute in the heart of downtown Detroit, offers a variety of 10-week coding bootcamps that teach skills that prepare students for today’s information technology job market. Coding bootcamps have risen in popularity and are available for students throughout the United States, Canada, and other part of the world, all with different requirements, costs and training. To learn more about coding bootcamps, review this list of the best coding bootcamps in the world, or this comprehensive guide and complete coding bootcamp school list.

Coding bootcamps fill skills gap

“Coding bootcamps have become incredibly effective in filling some of the skills gap America is facing,” says Jennifer Cline, Senior Marketing Manager, Grand Circus. “As new technologies emerge, colleges unfortunately can’t keep up with the ever-changing demands of the industry.”

The Grand Circus program teaches students the practical knowledge needed to launch a career in technology by focusing on both the technical and soft skills that employers are looking for. Students learn how to build functional applications and websites while developing the skills and resources to effectively find a career and work well on a team.

Employers are noticing – 92 percent of Grand Circus grads get hired within 90 days of graduation with an average starting salary of $48,000. Each Grand Circus bootcamp costs $7,500. In Detroit alone, employers like Quicken Loans, Fathead, TitleSource and Domino’s Pizza are hungry for .NET (C#) programmers for enterprise development. Grand Circus is also one of 10 Google for Entrepreneurs tech hubs in North America, serving as a platform for start-ups and established organizations to connect. Grand Circus has also partnered with Microsoft Ventures and Amazon Web Services to provide entrepreneurs with the tools and resources they’ll need to be successful and build world-class companies.

“One of the cool things about our coding bootcamp programs is that we’re nimble enough to change our curriculum based on the needs of today’s job market,” says Cline. “We work with more than 80 companies that hire our students. These close partnerships with tech companies allow us to constantly evaluate our curriculum while also introducing our students to some of the industry’s best opportunities.”

In-turn, students also get support from these hiring partners. These employers host students at their offices and let them see the inner workings of an IT department, contribute to career or informational panel discussions, and provide mentoring and feedback to students.

Coding bootcamps teach more than tech skills

But coding bootcamps do more than just teach code and tech skills. Coding bootcamps teach students how to work in small groups – something that’s a must in the technology sector, as much of the work is project or group based and collaboration between team members is crucial. Coding bootcamps teach students problem solving, analytical, and communication/interpersonal skills – which are all important when relaying results of that project work to management. A previous background in coding, or experience in IT is not necessary. Many students are also seeking a career change, and attend coding bootcamps to shift careers.

Learning code makes you a needed asset in today’s industry, says David Gilcher, lead resource manager at Kavaliro, a woman-owned and minority-owned firm employing more than 300 IT professionals, management, and administrative staff around the country.

“We are finding more roles seeking out prospective candidates with development skills even if the role doesn’t require them daily,” says Gilcher.

Infrastructure and data are two fields where scripting skills are necessary because it includes handling automation, integration, reporting, and analytics. Gilcher has clients seeking accountants with some scripting skills with Excel, utilizing development languages including VBA, Python, and JavaScript.

“A grasp of these development skills, regardless of career field, will set job seekers apart from the competition,” says Gilcher.

Gilcher says most employers they work with are seeking recent college graduates or boot camp graduates with skills in ASP.NET, PHP, Java, JavaScript, C#, C++, Swift, and Ruby on Rails. But in IT, the skill sets are always changing. Those who continue to learn new skills will progress the furthest in IT careers.

“As more clients seek mobile, big data and automation solutions, new development languages will evolve or be replaced with others,” says Gilcher.

Students who attend coding bootcamps often have a diverse and varied background. Grand Circus bootcamps – and many others across the country – are open to students of all backgrounds and experiences, not just college students, and not just for those with a college degree.

“We’ve trained teachers, nurses, finance managers, baristas and so many other professionals to become effective developers, and then we help them land the job of their dreams,” says Cline. “Most grads go on to be junior-level developers, and take the skills we’ve provided to grow their careers long term.”

Employers are able to attend a Student Demo Day at Grand Circus, to get a first-hand look at projects/work completed by Grand Circus students using the coding skills learned at bootcamp. Employers know coding bootcamp graduates are getting specific training in the in-demand programming languages, says Gilcher.

“Coding bootcamps can be a great source of finding new talent,” says Gilcher.

Networking opportunities created at coding boot camp

Students attending coding bootcamps should focus on relationship building with instructors and classmates. These are all valuable networking contacts. Those classmates may have future openings at their companies and contact colleagues met at coding bootcamp. They may progress to manager or executive level roles, and seek to hire professionals they developed relationships with at coding bootcamp. Or, they may someday launch a startup, and seek that hard-working, talented IT professional met at coding bootcamp.

“For those that are attending coding bootcamps, I recommend they maintain solid relationships with those they meet there because those are going to be the people that know hiring managers or will become hiring managers,” says Gilcher.

Coding bootcamps can provide a new career path for students, and certified, trained, ready-to-work job seekers for employers.

“It’s really a win-win for both parties,” says Cline. “We’re helping students find fulfilling careers while also providing talent that allows local companies to grow.”

Seeking careers in information technology? Register with College Recruiter to get the latest jobs emailed to you! And don’t forget to follow us on TwitterLinkedInFacebook, and YouTube.

Posted August 31, 2016 by

Sports analytics careers: Recent college grad discusses keys to success

Group of analysts reviewing data

Group of analysts reviewing data. Photo courtesy of Shutterstock.

It’s no secret that analytics and data are driving, and changing, the world of sports, at all levels. From high school to college, and the pros, individuals, organizations, and teams are using analytics to drive decisions on and off the field. The rapid rise in the use of sports analytics led to the creation of the popular MIT Sloan Sports Analytics Conference, called “a forum for industry professionals, students, and fans to discuss the increasing role of analytics in the sports industry.”

The growth of sports analytics has also prompted Syracuse University to launch the first-ever sports analytics bachelor’s degree program in the United States. Launching in the Spring of 2017, the Syracuse University sports analytics bachelor’s degree program will focus on computer programming, statistics, math, and of course, sports.

In May of 2016 Zack Sims graduated from the University of Georgia with a double major in Digital and Broadcast Journalism and Statistics. He also earned a certificate from UGA’s sports media program, preparing him for a career in sports, or sports analytics. While at UGA Sims wrote for a few sports web sites, covered live events, and practiced analyzing sports data on his own. He was also a Division I athlete, participating in track and cross country. An informational interview helped Sims earn a sports analytics internship at Competitive Sports Analysis (CSA), an Atlanta, Georgia-based sports analytics company.

Below, Sims talks to College Recruiter about how he landed his sports analytics internship, what he does as a sports analytics intern, the type of technical and soft skills needed to succeed in sports analytics careers, what he knows now that he wish he knew while in college – and much more:

Informational interview led to sports analytics internship

Sims was required to complete an informational interview with a sports industry professional as part of a sports media class at UGA.

“I told my professor that I wanted to work in sports analytics, and he told me he had recently met a woman named Diane Bloodworth, who owned her own sports analytics company in Atlanta,” said Sims. “I interviewed with Diane and got an understanding for how she got into the industry. She told me to stay in touch, so I called her shortly before graduating and asked if she had any openings. She offered me an internship, and I started working shortly after.”

Sports industry background

During the informational interview, Sims was able to discuss how his previous work in sports prepared him for a sports analytics internship. In the summer of 2015 he served as the Broadcast Intern for the Sunbelt Collegiate Baseball League, where he did play-by-play and commentary, and wrote game stories. He also wrote for three different websites covering college football. During his time at UGA, he covered a multitude of sports (swimming, softball, basketball, baseball and more) for the UGA sports media program. Two of his assignments from that program got published in the Atlanta Journal-Constitution and the Athens Banner-Herald.

Day-to-day duties of a Sports analytics intern

At CSA, Sims works as an analytics intern. CSA currently offers two products. scoutPRO is for fantasy football players. This product provide projections, access to a fantasy football expert, and insights into player data. CSA also offers scoutSMART, which is an analytics based recruiting software. It shows college football coaches how well a recruit will fit into their program. CSA currently only works in college and pro football. Its clients are fantasy football users (scoutPRO) and college football coaches (scoutSMART).

Sims’ day-to-day duties go far beyond the job title, because CSA is a startup company. Sims said this internship has provided him with experience in a lot of different areas beyond sports and analytics. He uses math, business and communication skills on a daily basis. He helps with CSA marketing efforts, managing social media, and analyzing NFL data. He manages software databases and much more.

When you work at a startup, you aren’t tied down to specific duties,” says Sims. “You really help in any way you can. I help manage our corporate website, run our Twitter accounts, head up our email marketing campaigns, manage the database for our scoutSMART, and create some visual analytics for our scoutPRO users. I’ve been able to work in so many areas during my internship.”

Software skills crucial in sports analytics careers

To succeed in a career in sports analytics, one must be able to have much more than a knowledge and interest in sports. They must be analytical, and be able to understand, learn, and use a variety of software programs, and have a variety of technical skills.

Prior to this internship, Sims used Kaggle, a social media site for data analysts, to practice analyzing sports data. He primarily looked at Major League Baseball data on Kaggle. Now, at CSA, R, Tableau and Excel are the three main programs Sims uses for conducting data analysis.

“They are great for breaking down large data sets and producing something meaningful,” says Sims. “I also use Constant Contact for managing our email marketing campaigns.”

Coding/programming skills important in sports analytics careers

“The one thing I wish I would have known was how important coding/programming is,” says Sims. “If you want to get into analytics, you really need to be proficient in a few programs. I was exposed to R and SAS while at UGA, but I didn’t really start learning them in-depth until I started teaching myself the last few months.”

Sims expanded on the technical skills needed to succeed in a sports analytics career, saying “I think you need to know R (or SAS), Tableau, and SQL to land some bigger jobs in analytics. Each of these plays a very big role in any analytics job. The good thing is there are plenty of places on the internet where you can learn these tools (W3Schools, R for Everyone, Tableau Website, Kaggle).”

Soft skills are crucial to sports analytics career success

You can love sports, and be an analytics genius, but soft skills are still crucial to succeed in sports analytics careers.

“I definitely think you need to be effective at communicating to work in analytics,” says Sims. “There are a lot of people who can break down data, but there aren’t many people who can do that and clearly explain what the data is telling them.”

From college classroom to the real world

Sims says the sports media and journalism classes he took at UGA helped prepare him for his internship.

“These classes made it easy to tell a story from the data I work with,” says Sims. “I think my statistics classes taught me what to look for when analyzing data.”

The future of sports analytics careers

Since starting his internship and searching for jobs in sports analytics, Sims has noticed just how fast the field of sports analytics is growing: “I’ve learned the sports analytics market is growing like crazy,” he said. “There are so many opportunities emerging, and this should continue for the next couple of years. This excites me, because I know I can work my up in the industry.”

Passion for sports important

Most college students or recent college grads who pursue a career in sports analytics are likely going to have a passion for sports. And that is another valuable trait to showcase with employers, when interviewing for jobs in sports analytics.

“I definitely think you need a passion for sports to be successful in this field,” says Sims. “When I’m trying to analyze data for our fantasy football users, it helps that I know what kind of metrics are important to them. I love football and I also play fantasy football, so it helps me know what our customers will want to see.”

Being a well-rounded college graduate is valuable

“I’m a believer that the more versatile your background is, the better,” says Sims. “Being passionate about sports is great, but if you can also break down data and draw important meaning from it, you can definitely find a job in sports analytics.”

The importance of a sports analytics internship

An internship is crucial to success.

“It’s really hard to just land a sports analytics job when you come out of college, unless you’ve done a lot of work/projects on your own,” says Sims. “Internships are a stepping stone for you to get a job with a sports team, sports technology company, or other sports organization or business.”

The future

Sims would welcome the chance to stay at CSA once his internship is complete. He also still dreams of working in an analytics role for a professional sports team/organization, or sports media company. For now, he knows he’s getting some of the best on-the-job training he can to pursue his passion and dream of working in the fast-growing field of sports analytics. Sims calls working at CSA “a great experience,” adding that he “gets the freedom to explore projects that I might not get a large company.”

Sports analytics careers are not the future, they are the present. Zack Sims is prepared to take the next step in his career. Current college students, recent college grads and entry-level job seekers can prepare for the next step in their career by staying connected to College Recruiter to learn about careers in sports analytics. To do so, visit our blog, and connect with us on LinkedIn, TwitterFacebook, and YouTube.

Zack Sims

Zack Sims

About Zack Sims
Zack Sims graduated from the University of Georgia in the srping of 2016 with a double major in Digital and Broadcast Journalism and Statistics. He also earned a certificate from UGA’s sports media program and was a member of the UGA track and cross country teams.

Posted July 25, 2016 by

10 digital skills to help you land an amazing job

Young photographer at the studio doing some retouching photo by StockUnlimited.com

Photo by StockUnlimited.com

The digital age arrives with many benefits. Our lives are faster, online, and the information is easily accessible at the click of a button. However, you cannot be left behind, and you need to keep up with technology because it might end up replacing you if you don’t. In fact, it’s already happening. Many jobs that have been a staple of society in the past 100 years are slowly being given to automatons.

Those are the jobs that require little social interaction and are based on pure demand or logical thinking. A human employee in simple services can be replaced by a few buttons. We’re moving forward, and many already believe that the younger generation needs to make sure their digital skills are sharp in order to fit into the future. How do you defeat this robotization of services and jobs? Learn to be the one who controls and creates them.

It does not mean you necessarily have to learn how to build robots, but it means that you need to understand what sort of skills and talents future employees expect from you. Digital skills are certainly among them because they will play a major role in shaping the future. Your concern should be to belong among those who participate, instead of those who just watch, and here’s what you should definitely know to land a great job.

1. SEO (Search Engine Optimization)

Even though SEO has been around for quite a while, it’s not known to many who have had no handle in creating or taking care of a website. However, keep in mind that skills using it are required by around 14% of companies in the digital industry, and that number is expected to grow. It’s an essential tool used to optimize a website in order for it to generate traffic and conversation. It’s an imperative skill for many jobs and one that will definitely impress employers in the industry.

2. Coding (HTML5 or JavaScript)

It may sound like a no-brainer, but coding is a major part of web browsing, especially in an age where websites are becoming more interactive. Numerous tech giants have switched to HTML5, dropping previous languages in order to create a better and seamless internet experience. The same applies to JavaScript, which works greatest with animation and making interaction an easy process. They’re tools that will be used in the future and some highly recommended for those interested in the field.

3. PPC (Pay-Per-Click)

In essence, it’s a very simple method that companies are looking for regarding marketing. It implies increasing a specific website’s traffic by buying ads on search engines that make potential customers click on it. However, you need to hone your skills in identifying promising keywords, creating a compelling ad, and measure the results. These will be excellent skills to have if you’re aiming to submit a winning job application at a tech titan in the industry.

4. Analytics

It’s not enough to implement digital strategies. Analytics are crucial and highly sought-after by employers because it means you are comfortable with analyzing and evaluating how those techniques are progressing. You need to be able to compare them constantly with others and provide excellent insight. It’s an incredible skill that will certainly land you a job. Everyone is looking to get better.

5. Android or iOS Development

Smartphones are taking over, and learning either one of these two platforms will look great on your resume. They have tremendous potential for the future because they are not going anywhere. You could find an amazing job if you master at least one of them.

6. PaaS (Platform as a Service)

Cloud software is everywhere, and many believe that they will ultimately become the quintessential platform for companies. PaaS is a tool that will help you develop these web applications that will no longer require customers to download sizeable programs on their hard drives. It’s a builder of accessibility.

7. Personal branding

Through the use of social media, you can create an excellent personal brand that will land you a fantastic job. You only need to learn how to do it. It implies understanding the use of all social media platforms, including Facebook, LinkedIn, websites, blogs, and everything else to create a beneficial image of yourself.

8. Writing online content

Everything is on the internet, and the ability to create quality content is highly sought-after. If you combine it with SEO and a few marketing skills, you could reach for a high-paying digital marketing job. It’s important to know how to flow between platforms, and manage your content for every situation.

9. Web design and creating websites

There are numerous tools out there to use, and mastering a majority of them will certainly make you desired on the job market. All you need is a bit of coding, tremendous amounts of creativity, and the patience to actually learn all the tools. Everyone and everything needs a website. Be the one who creates them, and you will be needed as well.

10. Image and video editing

Online digital media is in full force, so there will always be a need for someone who has extensive skills of image and video editing. Be it for advertising, marketing, or basically any industry, these are very valuable skills to learn. They look impressive on your resume, and every company needs someone with these abilities. If you truly want to impress them, grab the Adobe collection and master it.

We have moved fast into the future, and our steps need to be quick in order to keep up. Basic knowledge of Microsoft Office is now not something employers require, but something they expect. Focus on the most advanced tools that will set you apart from the crowd of millennials still stuck behind technology.

Want more information about how to integrate technology into your career? Visit our blog and follow us on LinkedIn, Facebook, Twitter, and YouTube.

Amanda Wilks, guest writer

Amanda Wilks, guest writer

Amanda Wilks is a digital marketing intern and a part-time writer, passionate about social media and personal branding. She loves helping individuals create unique online identities and achieve their much-desired professional acclaim.

Posted February 27, 2016 by

Women’s role and leadership in technology

Ruoting Jia, author & Rutgers University freshman

Ruoting Jia, author & Rutgers University freshman

The workforce in technology, or in any academic discipline related to it—such as the  STEM field (Science, Technology, Engineering, and Mathematics)—is mainly dominated by males. Even though technology has become quite relevant to people’s daily lives in the 21st Century and its job positions are in fairly high demand, women seem like they are driven out of this field because they are considered “unrelated” to or are not fit for technology.

In order to gain a better perspective on the subject from someone who is a great role model in the field of computer science and to deeply analyze the hidden reasons for the gender gap in the computing workforce, I interviewed Mrs. Faith Rothberg who is a CEO of College Recruiter, a recruitment media company used by college students and recent graduates to find careers. Mrs. Rothberg has a strong educational background in both technology and business; she holds a bachelor’s degree in Information Technology and a Master’s degree in Business Administration. She is really passionate about her career, and she is willing to encourage teenage girls to participate in technology. She is also an active leader who has had conversation with elementary school girls about engagement in STEM fields, has volunteered at various organizations in middle schools and highs school, has spoken at the ceremony of Aspiration Award in Computing (an award for women), and has offered summer internships to one of the honorees.

I asked Mrs. Rothberg why there are few women in the field of technology. She responded, “In some areas of the country, the education systems, even the teachers, professionals, or the parents assume that boys are going to be good at those things, and girls are not due to the stereotypical culture.”

Are girls really not as good at STEM-related tasks as boys are? Such stereotypes are beginning to be questioned and confronted by the public.

However, a statistical report named By the Numbers from National Center for Women & Information Technology (NCWIT) has shown that 57% of professional occupations in the U.S. workforce are held by women, with 26% of professional computing occupations in both 2013 and 2014 U.S workforce held by women. Among this female workforce, 3% were African American women, 5% were Asian women, and 2% were Hispanic women. 24% of Chief Information Officer (CIO) positions at Fortune 100 companies were held by women in 2012, and only 6% of those positions in 2014.

In 2013, 56% of Advanced Placement (AP) test-takers were female, but only 46% of AP Calculus test-takers were female. Only 19% of AP Computer Science female test-takers were female. From the year 2000 to 2012, there was a 64% decline in the number of first-year undergraduate women interested in majoring in computer science (1). According to the SAT score report on the math portion from American Enterprise Institute (AEI), statistics have shown that from the year 1972-2013, there persists a huge gender gap in math because high school boys have an average SAT math test score that is 32 points higher than girls.  Moreover, the male-female ratio on the SAT math test is above 1 with the score that is higher than 580 points, and the ratio is below 1 with the score than is lower than 580 points; this suggests that more boys scored higher than 580 points on the math portion than girls, and more girls received a score that is below 580 points than boys did (Perry). Based on these statistics, society starts to question girls’ capabilities in the STEM field–are girls really inherently less intelligent than boys?

Education

One of the primary reasons which leads to this unbalanced data is the education system in technology, especially early education in elementary and secondary schools, which has not fully developed yet. Rothberg mentioned education in technology in our interview as well; she said that “technology until recently wasn’t taught young enough, and actually it’s still not taught young enough. I think we should be really teaching about computers and technology in elementary school.”

One of the most notable incidences in the Department of Computer Science in many research universities is that incoming freshmen leave the department after taking the Introduction to Computer Science course after their first semester because even though these are introductory level courses, they are still really difficult for these students who have not had any coding experience prior to entering the program. This is preparatory work that should be taught and learned in early education in order to be prepared for further advanced upper-level study (Wilson et al. 26).

Tracing back to early education, there are not many high schools or middle schools offering AP Computer Science or regular basic programming courses to their students. The chance that they will major in computer science without knowing the concept of the subject and what computer scientists do is quite minimal. Moreover, children in elementary schools are much less being exposed to programming; thus, even fewer children frame an interest in coding because learning how to code is like learning a new language. The earlier you start, the better you will be.

Therefore, with limited knowledge and skill to succeed in the so-called “easiest” course in college, it is easy to understand why there are fewer students going into the profession.

Another vital factor is that since the professions in technology are considered well-paid, there are fewer trained and experienced AP Computer Science teachers who would rather focus on computer system development or start their own technology businesses than teach students. By knowing the importance of having an instructor in the field that requires a lot of advanced skills and logical thinking, this also limits students’ opportunities to exceed in the field.

Stereotypes

Faith Rothberg, CEO of College Recruiter

Faith Rothberg, CEO of College Recruiter

Although having limited educational resources is an obstacle for both males and females, women are more likely to opt themselves out of the field while men are trying to work on getting themselves into the field. Rothberg states that “in some area of the country, educational systems, even the teachers, the professionals, or the parents assume that boys are going to be good at those things, and girls are not.”

Those old stereotypes hold women back from technology and are the subconscious assumptions and negative stereotypes towards women’s role in the STEM field which shape people’s misconceptions and misunderstandings about the computer science major and its workforce.

Computer scientists are considered “geeks” in the society who have the stereotypical physical traits like “wearing glasses, pale, thin, unattractive” (Cheryan et al. 5). They are viewed as people who are less active in social life and who are lacking interactive skills when it comes to communication and collaboration. People describe them as solely scientific and “obsessed with computers” that they work on (Cheryan et al. 10). Aside from that, their characters are defined as unattractive, nerdy, and socially introverted, which women will unlikely be.

“What happens now is that by the time young girls get to middle school and high school,” Rothberg said, “they see themselves as not smart as boys, so they are away from technology.” A lot of the girls who are studying computer science “come from families of computer scientists and engineers” (Stross), because their families understand the importance and responsibilities in the field, especially technology, are highly demanded in the 21st century. Unlike other families without computer scientists or engineers, the stereotypes restrict the encouragement and support from family members of young girls. Therefore, the more this stereotypical idea is added to women from a social aspect, the fewer women will enter into the field of technology.

Workforce

Women have historically chosen lower-paying yet fulfilling jobs, whereas their male counterparts, who are considered family providers, choose high-paying careers, such as computer science and engineering (Larson). This has become socially acceptable that men’s jobs are inventive and creative; however, women’s jobs are caring. When children are very young, toys, such as vehicles and Legos, seem to be designed for boys. However, girls often have dolls with a whole set of house settings, which give them a wrong perspective to girls that taking care of dolls and organizing house are all they are meant to do.

Also, the feeling of isolation or ostracism is a common frustration among women in technology. Since men are dominating the technological workforce, some women do not feel comfortable working in a gender-biased working environment. This is even drawing out more women from this field; therefore, the ratio of male-female is increasingly growing.

Another persisting factor that Rothberg mentioned is that unequal salary difference between female workers and male workers who have the same skills and abilities in the workforce. Their salaries are similar at the entry level positions regardless of gender. However, when it gets to higher positions with more experience and knowledge, gender and income disparity start to emerge, where men are paid more than women for the same type of jobs.

People focus too much on who are they working with instead of the work itself. However, “sometimes it doesn’t matter what gender you are at all. It’s just who knows what about a part of the business, and we share our knowledge about the industry.” Rothberg has worked as an IT analyst among a lot of male colleagues. She said she felt pretty comfortable working with them, and male colleagues “truly respect your opinion because it is a little bit different than what many of them are saying. It’s great to all agree on stuff, but it’s nice to throw out different challenges at each other, so I think they find that helpful too.” In order to create a welcoming working environment for women in male-dominated field, the spirit of the companies should focus on problem-solving and interacting and collaborating with coworkers, rather than paying much attention of the fact of gender disparity.

Leadership

Another reason for low representation of women in technology is the lack of female role models in this field. Computing is a particularly taxing field. Women may find it to be an inhospitable discipline and may choose to focus their education and career goals toward other fields where due to the lack of support and guidance from other women.

A study that conducted by Ph.D. students from Syracuse University shows that there are surprisingly fewer mentoring programs when approaching to the higher level of education. Unlike undergraduate students who are required to take courses from a variety of academic disciplines, “graduate students are often plugged into their own specialized studies and have little contact with others outside their department” (Bhatia, Priest Amati 4). With a small number of female graduate students, they can be isolated and have less access to social networks than their male peers.

Rothberg said that “anyone can be a leader in any part of their lives. All it takes is their own energy and passion and communicating with other people.” She brought up an interesting point which is being a CEO doesn’t mean being a leader, though she does consider herself a leader. As long as women are passionate and confident about what they are doing, they could become a leader and a role model in any way for other women, and help them to achieve more accomplishments in their area. Female leaders show strength and power to other female peers towards their gender abilities, and being a role model will encourage others to persist their interests that restricted by gender gap; for instance, Rothberg has recently shown her female influences in this highly male dominated field by being one of the board members of a conference.

Genetics

Rothberg brought up that there exists a difference between the genetics and brain functions of male brains and female brains. She said, “One thing that maybe more women have than man is EQ, or emotional intelligence, the ability to sense what’s going on with different people and that it’s part of my female identity.”

A study that was conducted by a researcher at the University of Pennsylvania shows that “the average women’s brains were highly connected across the left and right hemispheres, in contrast to men’s brains, where the connections were typically stronger between the front and back regions” (Sample). Since the left of the brain is more for logical thinking, and the right of the brain is for “more intuitive thinking, women are more intuitive and emotional than men are.” Moreover, male and female brains showed few differences in connectivity up to the age of 13 but became more differentiated in the age between 14 and 17 years old (Sample). Computer science is a field that requires a lot of logical thinking skills and accurate analyzing skills.

However, at the beginning of the evolution of computers, most of the first pioneers of computing were women. They worked and found the mathematical foundations and mechanical computing algorithms. According to the history, the capabilities and creativity of women are predominately proved by the achievements of these women pioneers (Zimmermann).

As Rothberg agreed, “From the ability standpoint, they [middle school and high school students] start off very similar and continue to excel definitely at the same pace.” Although genetics forms people’s brain structures differently, which may affect our performances in STEM field, the efforts we put in will have a significantly larger influence on improving our thinking and abilities from a long term.

Conclusion

With the acknowledgment of the lack of women in technology, the society should take actions to solve this problem. Our society needs diversity, especially in technology field which is essentially needed and highly demanded in other areas as well. Thus, institutions should make technology or its related fields more appealing and welcoming for women, and increases female-focused networking events, mentoring opportunities, and on-campus community building. As women themselves, they should step out of their comfort zones to stand up and speak for themselves, to make initiatives, to strive for opportunities, to be confident what who they are and what they are doing, and to help and guide other women to make this group strong and intelligent.

 

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About the author:

Ruoting Jia is a freshman at Rutgers University–New Brunswick, studying in Computer Science and Mathematics. She is an honors graduate of Mayo High School in Rochester, Minnesota, and a 2015 Minnesota winner of NCWIT Award for Aspirations in Computing. She would like to pursue a career in the field of software development. 

 

References

Bhatia, Shobha, and Jill Priest Amati. “‘if these Women can do it, I can do it, Too’: Building Women Engineering Leaders through Graduate Peer Mentoring.” Leadership & Management in Engineering 10.4 (2010): 174. Print.

“By the Numbers.” National Center for Women & Information Technology. NCWIT, 3 Apr. 2015. Web. 8 Dec. 2015.

Cheryan, Sapna, et al. “The stereotypical Computer Scientist: Gendered Media Representations as a Barrier to Inclusion for women.” Sex Roles 69 (201e): 58-71. Print

Larson, Slena. “Why So Few Women Are Studying Computer Science”. ReadWrite. 2 September 2014. Web. 9 Dec 2015.

Perry, Mark J. “2013 SAT Test Results Show That a Huge Math Gender Gap Persists with a 32-point Advantage for High School Boys – AEI.” AEI. AEI, 26 Sept. 2013. Web. 1 Dec. 2015.

Rothberg, Faith. “Women in Computer Science.” Online interview. 25 Oct. 2015.

Sample, Ian. “Male and Female Brains Wired Differently, Scans Reveal.” TheGuardian. Squarespace, 2 Dec. 2013. Web. 9 Dec. 2015.

Stross, Randall. “What Has Driven Women Out of Computer Science?” The New York Times. The New York Times, 15 Nov. 2008. Web. 9 Dec. 2015.

Wilson, Cameron et al. Running on Empty: The Failure to Teach K-12 Computer Science in the Digital Age. New York: Association for Computing Machinery. Print.

Zimmermann, Kim Ann. “History of Computers: A Brief Timeline.” LiveScience. N.p., 8 Sept. 2015. Web. 9 Dec. 2015.

 

 

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