• Career and job competencies of liberal arts graduates

    March 20, 2017 by

     

    There is a public perception that liberal arts graduates are somehow less valuable. Dr. Ascan Koerner with the College of Liberal Arts at the University of Minnesota will tell you why the opposite is true. College Recruiter connected Dr. Koerner with Todd Raphael of ERE Media to learn what his team is doing to make sure employers understand the relevancy of liberal arts students and graduates. A video of Todd Raphael’s and Dr. Koerner’s discussion is below. 

    According to Dr. Koerner, we have seen more public discussion in the last 5-10 years about the value of higher education, generally speaking. The arguments for what is valuable have primarily focused on STEM education. (That is, science, technology, engineering and math.) Some believe that in order to be competitive in an international job market, one really has to be focused on STEM. At one end of the spectrum, we see the Governor of Kentucky, who has questioned why universities even have liberal arts programs at all. This makes liberal arts students—and their parents—nervous. Dr. Koerner says that at the University of Minnesota, students are asking how liberal is helpful in their careers. He says their belief in the value of liberal arts has never wavered, “but the question hasn’t been posed to us in such stark terms.”

    Employers already value liberal arts, but they don’t realize it

    Overall, employers already know the value of liberal arts. The problem is, they don’t recognize it as liberal arts. When you ask employers, for example, what they value, they cite competencies that are quintessential typical liberal arts. At the top of their lists are analytical/critical thinking, communication, leadership, ethnical decision making, and engaging diversity.” Employers know what they value, but the job candidates—the liberal arts students—aren’t always good at explaining their own value. So while colleges and universities bear some of the burden of convincing employers, students bear most of that responsibility. A philosophy major may embody the exact skills needed but when you ask him how his education prepared him for a career in corporate America, he has a hard time. That is why it is so important to engage and prepare students for answering those questions. When the students eloquently explain their own competencies, that is more convincing to an employer than if the institution were to explain the overall value of liberal arts grads.  Continue Reading

  • Exploring STEM Career Opportunities

    October 13, 2016 by

    1392453Guest writer Luciana Amaro, Vice President Talent Development & Strategy, BASF

    The STEM workforce–science, technology, engineering and mathematics–is crucial to America’s global competitiveness. Today’s STEM graduates have more career opportunities now than at any other time in U.S. history. This three-part series from BASF, the world’s leading chemical company, examines ways that college students and new grads can establish a strong foundation that equips them to join the next generation of scientists and engineers. Read the previous post about different paths to consider when preparing for a career in STEM.

    Students entering the STEM industry today have more career opportunities than ever before. That’s because there will be an estimated shortfall of 2 million workers in manufacturing over the next decade, with six out of every 10 positions going unfilled due to a skills gap (Deloitte). Simply put: we don’t have enough STEM grads to meet the demand.

    This shortfall has created fierce competition among companies seeking the best scientists, technicians, engineers and mathematicians. For example, if you are a petroleum engineer, your field will grow 10 percent by 2024 due to increased oil production in the U.S.

    As a new STEM job candidate, where should you look?

    Making an impact

    Many truly game-changing positions that impact society require a degree in a STEM discipline. Feeding a hungry world, developing housing, improving transportation and creating innovative energy solutions all require a STEM education. Some of the exciting positions open today include:

    • Research and development scientists who are discovering alternative fuel options;
    • Software developers and industrial designers who are inventing the next smartphone or life-saving medical device; and
    • Structural and mechanical engineers who are improving infrastructure and building bridges.

    With a breadth of jobs available, it is important to select a company that offers broad opportunities for innovation and advancement.

    Landing the role

    To land your dream job, begin building a professional network. One great way to do this is by joining a professional association such as the AIChE (American Institute of Chemical Engineers) and NAM (National Association of Manufacturers). Associations offer a specialized network of professionals with similar values and goals, which can be incredibly helpful as you seek a mentor to help guide your career development. You can also join a group on LinkedIn such as STEM Educators & Researchers or MentorNet, where you can interact with other professionals to better understand their positions and solicit their advice.

    Reaping the benefits  

    Many careers in the STEM fields promote innovation and allow you to be at the forefront of emerging ideas. The myriad career options also allow you to explore different areas to uncover your passions. For instance, you may begin your career in plastics but later discover that agriculture is more interesting. Companies such as BASF provide young professionals the opportunity to discuss their career roadmap with their supervisor in order to determine their preference in becoming a generalist or a specialist in a particular area.

    A STEM career can pay well. The starting salary for a petroleum engineer is $88,700 and a nuclear engineer is $62,900. Jobs in the STEM industry on average pay about 1.7 times the national average, according to the BLS.

    While compensation is important, there are other considerations that you should take into account before selecting a role and employer. For example, at BASF we offer a rewards program that encourages work-life balance, professional development programs, and travel opportunities.

    Read next week’s post in our series, “Growing Your Career in STEM.”

    luciana-amaroLuciana Amaro is a Vice President in BASF Corporation’s Human Resources department, leading the Talent Development and Strategy unit.  In her current role, which she assumed on August 1, 2014, she is responsible for North American talent management, leadership development, staffing and university relations, workforce planning, learning and development, organizational development and change management.

  • Preparing for a career in the STEM Industries

    October 06, 2016 by

    Guest writer Luciana Amaro, Vice President Talent Development & Strategy, BASF

    1272644The workforce in Science, Technology, Engineering and Math, or STEM, is crucial to America’s innovative capacity and global competitiveness. Today’s STEM graduates have more career opportunities available now than at any other time in U.S. history. This three-part series from BASF, the world’s leading chemical company, will examine ways that college students and new graduates can establish a strong foundation that equips them to join the next generation of scientists and engineers.

    STEM disciplines have increasingly experienced talent shortages over the years. Recent data show that for every 1.9 available STEM jobs, there is only one qualified STEM professional available for hire. The resulting impact on the global economy is striking, given how many industries are part of the STEM supply chain. In fact, according to a recent report by the U.S. Bureau of Labor Statistics (BLS), by 2018, there could be 2.4 million unfilled STEM jobs.

    If you are considering a career in any of the STEM disciplines, do you know which education path will best prepare you? There are many programs at four-year universities, two-year colleges, community colleges, junior colleges and vocational-technical colleges. With so many choices, it might be overwhelming to determine what’s right for you, but the good news is that you can establish a strong foundation for success through many different ways.

    Build a strong foundation

    While we always appreciate an advanced degree, at BASF we also seek candidates who have non-traditional backgrounds that offer a transferable, yet distinct, set of skills and abilities, such as active or former military personnel. We believe hiring diverse employees results in an engaged, high-performing workforce that drives long-term success. If you are pursuing a technical career, junior colleges and certificate programs can provide you with the trade skills many companies require.

    Expand your network

    There are many collaborative educational partnerships that exist between businesses and schools today. See if your school offers education tracks or career fairs to set you up with connections following graduation. Most STEM related companies interview and hire students before they graduate, working closely with colleges to get a jump on the competition.

    Some companies, including BASF, recruit high-potential candidates through internship programs. Internships are a great way to build first-hand experience, gain practical insights into a particular company and larger industry, and help you apply the skills you learned in school. While possessing strong science and math skills might seem obvious, young professionals in the STEM fields also need well-developed interpersonal skills, as well as presentation, public speaking, organizational skills and great attention to detail.

    After college, what’s next? For advice on the myriad career opportunities in STEM available to new graduates today, check back next Thursday to read “Exploring STEM Career Opportunities for Young Professionals.”

    luciana-amaroLuciana Amaro is a Vice President in BASF Corporation’s Human Resources department, leading the Talent Development and Strategy unit.  In her current role, which she assumed on August 1, 2014, she is responsible for North American talent management, leadership development, staffing and university relations, workforce planning, learning and development, organizational development and change management.

  • 3 events employers won’t want to miss on college campuses

    August 11, 2016 by
    Photo courtesy of StockUnlimited.com

    Photo courtesy of StockUnlimited.com

    Recruiters and hiring managers are constantly searching for top talent to fill job openings for employers. A lot of the talent employers need and want can potentially be found on college campuses. Recruiting on campus means taking time from their busy schedules unless employers reach out to companies like College Recruiter for help with creative advertising solutions. If companies decide to visit institutions of higher education face-to-face, what are the most important events for them to attend? For employers pondering this issue, Jennifer Donovan, Director of News and Media Relations at Michigan Technological University, shares three events recruiters and talent acquisition professionals should attend on her campus.

    • Fall and Spring Career Fairs, where thousands of students can meet employers, learn about their companies and career opportunities, and schedule one-on-one interviews with recruiters on the spot.  More than 500 employers attend Michigan Tech’s Career Fairs each year. This is pretty impressive, considering that we are about as remote as you can get, 500 miles north of Detroit and near no other big cities. Our dynamic Career Fairs probably account for Michigan Tech’s astounding 94 percent job placement rate within 6 months of graduation.
    • CareerFest/Industry Days, a series of industry-specific events in a tent in the middle of campus, including hands-on activities, demos, barbecues, lab tours. A very popular and well-attended one is Automotive Days. Others include Steel Days, Rail Days and Mining Days. CareerFest and Industry Days give employers a chance to zero in on the students who are particularly interested in their industry, to inform them and perhaps attract new interest in the field.
    • Design Expo, where student teams display and explain their year-long research projects, ranging from a micro-scale processor that can fix pacemakers in place to a dryer for small-scale hops growers. The projects are industry-sponsored and give the students a chance to work across disciplinary lines to solve real-world employer problems. Employers attending Design Expo could see what innovative problem-solvers Michigan Tech students are trained to be.”
    Jennifer Donovan, Director of News & Media Relations at Michigan Technological University

    Jennifer Donovan, Director of News & Media Relations at Michigan Technological University

    Looking for more advice on recruiting top talent? Visit the College Recruiter blog and follow us on LinkedIn, YouTube, Twitter, and Facebook.

    Jennifer Donovan is Director of News and Media Relations at Michigan Technological University, a STEM-focused state university on the Upper Peninsula of Michigan. She assigns, writes, and edits stories for the university’s news website and daily e-newsletter, Tech Today, and works with news media locally, nationally, and internationally to help them find expert sources and story ideas. In a previous life, she was a newspaper reporter and magazine writer. She lives in Houghton, Michigan, with her two cats.

     

  • Top 10 degrees that positively impact the world

    June 04, 2016 by
    Photo by StockUnlimited.com

    Photo by StockUnlimited.com

    Most young people are college-bound and want to change the world. Here are the top 10  degrees that will help you have a positive impact on the world.

    1. English

    BA’s in English get a lot of flak for being one of the “useless” college degrees, but as many hiring managers should be able to tell you, English majors are equipped with critical thinking and communication skills that are useful in nearly every profession. Who knows? You might write a novel that brings to light and makes people think about a serious societal issue.

    2. Business

    This one will only have a positive impact on the world if students don’t allow themselves to become indoctrinated into the system. The business world needs innovators who will adapt to a changing world, keep ethics in mind, and care about people as much as their profit margins.

    3. History

    History majors are educated to be well-rounded thinkers, researchers, observers, writers, and, best of all, they understand the implications of history and how to apply the lessons it teaches us about the modern world.

    4. Environmental Studies

    It is no secret that environmental issues are one of the greatest challenges of our time. If you choose to major in environmental studies, you can embark on a path that will lay one or more of these issues to rest.

    5. Psychology

    Psychologists save lives, literally, by listening and helping others though the most trying times of their lives.

    6. Film Studies

    Like many other artistic pursuits, filmmakers have the ability to reach the general public and present them with new and challenging ideas.

    7. Education

    Many students cite a favorite teacher as the sole reason for pursuing a certain profession because that teacher inspired them.

    8. Nursing

    Nurses have more hands-on experience in saving people’s lives than most other professions.

    9. Economics and Mathematics

    The people who know how to handle and keep track of money truly run the world. Whether you help keep a good company in the black or help people with their investments, the impact of smartly-managed money can be enormous.

    10. Civil Engineering

    Whether you’re designing a bridge or a skyscraper, our society would not have gotten very far without good infrastructure. Civil engineering programs prepare students to build the societies of the future.

    So when choosing what you want to major in and which degrees to pursue, remember that college is not necessarily about job training. It’s about allowing students to discover their talents and themselves.

    Lizzie Weakley, freelance writer

    Lizzie Weakley, freelance writer

    Lizzie Weakley is a freelance writer from Columbus, Ohio, who went to college at The Ohio State University where she studied communications. She enjoys the outdoors and long walks in the park with her husky Snowball. Follow Lizzie on Twitter @LizzieWeakley and on Facebook at facebook.com/lizzie.weakley.

     

  • Planning for college recruitment

    March 23, 2016 by

    Creating a college recruitment program from scratch is a daunting task. This 3-part video series featuring The WorkPlace Group (WPG) experts Dr. Domniki Demetriadou, Partner and Director of Assessment Services, and Dr. Steven Lindner, Executive Partner, provides talent acquisition leaders with suggestions and guidelines for starting their own college recruitment programs.

    The video series is hosted by College Recruiter’s Content Manager, Bethany Wallace. Part 1 provides talent acquisition professionals tips about getting started when planning a college recruitment program.


    If the video is not playing or displaying properly click here.

    The first place to start when planning a college recruitment program is to identify objectives for developing a college recruitment program. This helps identify internship opportunities within the organization; this transfers into considering which degrees match up with internship needs. After this, employers must consider their resources. Resources include not only budgetary items but also time, staffing hours, and travel time.

    Dr. Demetriadou advises her clients to determine “what [they] need, where [they] need it, and how much [they] are willing to invest in the process.”

    Part 2 helps college recruiters with the school selection process.


    If the video is not playing or displaying properly click here.

    Once college recruiters have identified their objectives and resources, it’s time to do an environmental scan. One of the factors to consider is geography. Will staff need to travel to conduct campus recruiting visits and OCIs (on campus interviews)? Will students need to travel to visit the employer facility/headquarters?

    Another factor to keep in mind is diversity, particularly in STEM (science, technology, engineering, and mathematics) fields. If the university is large, but the demographics do not offer a diverse candidate pool, recruiters may want to remove the university from the target list or consider re-prioritization.

    It’s also important to consider whether it’s more beneficial to recruit nationally or regionally. It may be helpful to create a tiered list for college recruiting.

    Consider the curriculum at the universities. Do they match with the available internships and entry-level jobs?

    These are just a few of the factors to consider when doing an environmental scan when planning for college recruitment.

    Part 3 wraps up the college recruitment planning process and discusses how to narrow down the school selection list.


    If the video is not playing or displaying properly click here.

    Although there is no such thing as having too large a list of schools during the planning phase or beginning stages of the college recruitment planning process, Dr. Steven Lindner mentions that part of the college recruitment process is narrowing down the target list for college recruiting. He reminds viewers that there is a difference between visiting schools and recruiting from them.

    In the beginning, it’s great to keep college recruiting options broad to ensure meeting objectives. However, as recruiters consider their resources, they must narrow down the target list significantly in order to work within the constraints of their budgets.

    Dr. Demetriadou reminds viewers to “think big, but implement small.”

    Continue reading our blog for more featured articles with The WorkPlace Group experts Dr. Steven Lindner and Dr. Domniki Demetriadou. For more videos and tips about the timeline for developing a great college recruitment program, subscribe to our YouTube channel and follow us on LinkedIn, Twitter, and Facebook.

    Dr. Steven Lindner, Executive Partner, WPG

    Dr. Steven Lindner, Executive Partner, WPG

    Dr. Steven Lindner is the executive partner of The WorkPlace Group®, a leading “think-tank” provider of recruitment services assisting companies ranging from small, fast growing businesses to multinational Fortune 500 companies. He is an expert in Talent Acquisition and Assessment, has appeared in many radio and TV interviews and a frequent presenter at HR conferences.  He writes weekly employment articles for the NY Daily News and holds a Ph.D. in Industrial/Organizational Psychology from Stevens Institute of Technology.

     

     

    Dr. Domniki Demetriadou, is a partner and director of assessment services of The WorkPlace Group®, a leading “think-tank” provider of recruitment services assisting

    Dr. Domniki Demetriadou, Partner and Director of Assessment Services, WPG

    Dr. Domniki Demetriadou, Partner and Director of Assessment Services, WPG

    companies ranging from small, fast growing businesses to multinational Fortune 500 companies.  Demetriadou is an expert in Talent Acquisition and Assessment, and a member of the Society for Human Resource Management (SHRM) and the American National Standards Taskforce. She is a frequent presenter at HR conferences and has led many multinational recruiting programs. She holds a Ph.D. in Industrial/Organizational Psychology from The Graduate Center at Baruch College, CUNY.

  • Women’s role and leadership in technology

    February 27, 2016 by
    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.

     

    For more information about careers in STEM and technology and to apply for internships and entry-level positions, visit our website to register and begin searching for positions today. Be sure to follow us on YouTube, Facebook, LinkedIn, and Twitter.

     

    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.

     

     

  • Big data facing big shortage of skilled workers

    November 18, 2015 by

    Have you heard the phrase do the math? That’s what North American employers are looking for; people to do the math in the field of big data. A shortage of skilled workers in the field presents job opportunities in mathematics, one of the STEM fields. Continue Reading

  • Finding STEM candidates problematic for North American employers

    November 16, 2015 by

    Finding job candidates to fill STEM (science, technology, engineering, and mathematics) employment opportunities has been a struggle for employers in North America. The dearth of STEM workers in this region forces companies to search globally for qualified candidates. Can and will this trend change? Time will tell, but for now, the search for STEM candidates is a challenge for North American employers. Continue Reading

  • Women in Technology: An Interview of College Recruiter CEO Faith Rothberg by Ruoting Jia

    October 26, 2015 by
    Faith Rothberg, CEO of College Recruiter

    Faith Rothberg, CEO of College Recruiter

    Diversity means different things to different people. Most believe that adding diversity to an organization’s workforce is a positive goal while others continue to believe that diversity isn’t relevant to job performance or even detrimental. There are now many studies which show that the more diverse an organization, the more productive is its workforce.

    Regardless of your beliefs, almost all would agree that diversity is typically centered around race. But one area of diversity which is gaining increasing attention is gender. The media has recently begun covering the problems that San Francisco Bay area technology companies are having both recruiting and retaining women and not just in their science, technology, engineering, and math (STEM) roles but also in sales, marketing, customer service, and other non-STEM roles. Continue Reading

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