Constructing the IT Skills Shortage in Canada: The Implications of Institutional Discourse and Practices for the Participation of Women

摘要

Building on previous work, this paper explores systemic barriers to women in information technology professions by focusing on the ways in which institutional practices reinforce a definition of "information technology professional" that tends to exclude women. It examines the recent discourse on the "Information Technology Skills Shortage" in selected texts from industry, professional associations, academia and programs aimed at increasing the participation of women, focusing on the implications of discursive practices for the inclusion of women. In particular, it examines some of the apparent inconsistencies and contradictions which appear in the institutionalized discourse and practices.It argues that: 1. With changing employment patterns, convergence of technologies and the expansion of e-business, professionals who combine technical skills with business and communication skills are needed more than ever. 2. In spite of this, much of the discourse regarding the "IT Skills Shortage" focuses on Computer Science and Engineering and excludes other disciplines. It also emphasizes skills such as mathematics. These patterns are also reflected in the discourse regarding programmes aimed at increasing the participation of women. 3. The discourse has unintended consequences by privileging disciplines which tend to be male dominated and excluding disciplines which include higher representations of women. The discourse also valorizing skills constructed as "male" such as math while devaluing those constructed as "female" such as communications skills. This is also reinforced in the discourse regarding programmes aimed at increasing the participation of women. 4. The interaction of the industry, professional associations, educational institutions and the media produce and reproduce these discursive patterns regardless of their link to qualifications or skill requirements. 5. These discourses are consistent with institutional theory, which suggests that certain practices may become widespread and "taken-for-granted" regardless of their link to actual performance or outcomes. The unintended consequence is systemic discrimination.