Abstract
Low student enrollment in information systems (IS) programs across the U.S. persists, despite an increase in job opportunities for IS graduates. One approach to meet this increased demand for IS employees is the recruitment and retention of underserved populations. Beyond meeting demand for employees, creating more equitable environments is an issue of social justice essential to the vitality of the IS field. Negative stereotypes about IS are one of the major factors contributing to lack of student interest. In this paper, we synthesize relevant literature on gender and racial stereotypes and existing stereotypes about IS, describe the theoretical foundation of our proposed work, and outline our research approach. In this emergent research, we aim to contribute a theoretical understanding of underserved groups in relation to IS stereotypes. Findings from this work will contribute to the design and deployment of curriculum, pedagogy, and recruitment strategies that enhance equitable IS programs.
Recommended Citation
Tari, Mina; Annabi, Hala; Iribe Ramirez, Yvette; Beneteau, Erin; and Ballard, Stephanie, "A Critical Analysis on the Effects of Negative IS Stereotypes on Underserved Populations" (2019). AMCIS 2019 Proceedings. 6.
https://aisel.aisnet.org/amcis2019/social_inclusion/social_inclusion/6
A Critical Analysis on the Effects of Negative IS Stereotypes on Underserved Populations
Low student enrollment in information systems (IS) programs across the U.S. persists, despite an increase in job opportunities for IS graduates. One approach to meet this increased demand for IS employees is the recruitment and retention of underserved populations. Beyond meeting demand for employees, creating more equitable environments is an issue of social justice essential to the vitality of the IS field. Negative stereotypes about IS are one of the major factors contributing to lack of student interest. In this paper, we synthesize relevant literature on gender and racial stereotypes and existing stereotypes about IS, describe the theoretical foundation of our proposed work, and outline our research approach. In this emergent research, we aim to contribute a theoretical understanding of underserved groups in relation to IS stereotypes. Findings from this work will contribute to the design and deployment of curriculum, pedagogy, and recruitment strategies that enhance equitable IS programs.