School of Information Leadership Development Program for Gender Equity

Research shows gender diverse teams lead to increased financial outcomes¹, employee engagement and inclusivity², and innovative products³. At the same time, women and non-binary professionals face significant challenges in building their career towards technology leadership⁴.

The School of Information Leadership Development Program (LDP) for Gender Equity aims to increase advancement of women and non-binary students in technology leadership roles through a career development program that affirms and reflects intersectional experiences and builds connections with technology companies.

The Leadership Development Program includes:

• Student cohort: Cohort of about 40 graduate students interested in technology leadership careers and engaging in dialogue around barriers, biases, and opportunities that women and non-binary professionals face when seeking leadership positions in male-dominated professions.
• Skill-building: Career coaching and workshops building skills to counter gender-based barriers.
• Mentorship: Mentorship with tech leadership who can serve as allies and sponsors.
• Service Learning: Service learning to inspire the next generation of women & non-binary professionals in tech.
• Employer Connections: Connections with employers interested in hiring LDP participants and furthering gender equity in technology careers.

We are better together.

The technology industry is thriving and a career in technology provides the opportunity to shape the future, build up financial equity & stability, and lead a flexible and innovative professional life.

The question is not one of how to get women and non-binary folx interested in these compelling careers, but how we can create a supportive system and environment so they can thrive.

The LDP aims to change the system for the better — we are equipping leaders with equity-driven tools and a supportive community.

Interested in connecting with exceptional talent and partnering to change the face of tech leadership?

Let’s talk!

Rebecca Andersen

Senior Director of Student & Alumni Career Development

randersen@ischool.berkeley.edu

311 South Hall

Support the I School Leadership Development Program

We are actively seeking individuals and organizations who are interested in supporting our female and non-binary students in advancing to technology leadership roles.

Are you an organization interested in supporting our work?

You can participate by:

• Becoming a financial sponsor and corporate partner

• Providing targeted recruiting opportunities

Fill out our form to learn more or find details on corporate sponsorship on our flier.

Are you a leader in technology interested in supporting our female and non-binary students?

You can participate by:

• Volunteering as a one-on-one mentor, committing to regular  (e.g., monthly) virtual meetings with a student for a 6-month period, generally November through May

• Serving as a panelist or guest speaker, sharing your experiences navigating gender and intersectional identity factors while advancing to technology leadership

Fill out our form to learn more.

¹ Glass, C., & Cook, A. (2018). Do women leaders promote positive change? Analyzing the effect of gender on business practices and diversity initiatives. Human Resource Management, 57(4), 823–837. https://doi.org/10.1002/hrm.21838

² McKinsey & Company. (2021). Women in the Workplace 2021. https://mck.co/3N7Pfb9

³ Phillips, K. W. (2014, October). How Diversity Makes Us Smarter. Scientific American, 311(4), 42–47. https://bit.ly/3aceuuh;

Triana, M. del C., Richard, O. C., & Su, W. (2019). Gender diversity in senior management, strategic change, and firm performance: Examining the mediating nature of strategic change in high tech firms. Research Policy, 48(7), 1681–1693. https://bit.ly/3t7r84J

⁴ Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474–16479. https://bit.ly/3x3bsjM

Ireland, D. T., Freeman, K. E., Winston-Proctor, C. E., DeLaine, K. D., McDonald Lowe, S., & Woodson, K. M. (2018). (Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education. Review of Research in Education, 42(1), 226–254. https://bit.ly/3NQWCE9

Quadlin, N. (2018). The Mark of a Woman’s Record: Gender and Academic Performance in Hiring. American Sociological Review, 83(2), 331–360. https://doi.org/10.1177/0003122418762291

Cabay, M., Bernstein, B. L., Rivers, M., & Fabert, N. (2018). Chilly Climates, Balancing Acts, and Shifting Pathways: What Happens to Women in STEM Doctoral Programs. Social Sciences, 7(2), 23. https://bit.ly/3tuSnGD

Pew Research Center. (2018). Women and Men in STEM Often at Odds Over Workplace Equity. https://pewrsr.ch/3N9cilW

Twine, F. W. (2018). Technology’s Invisible Women: Black Geek Girls in Silicon Valley and the Failure of Diversity Initiatives. International Journal of Critical Diversity Studies, 1(1), 58–79. https://bit.ly/3lYetNl

McDonald, S. (2011). What You Know or Who You Know? Occupation-specific work experience and job matching through social networks. Social Science Research, 40(6), 1664–1675. https://bit.ly/390pcEa