Since its inception in 2000, Microsoft’s DigiGirlz Technology Programs have provided free technology education and interactive experiences to thousands of young women around the world.

The DigiGirlz Programs began with a high-tech camp facilitated at Microsoft’s headquarters in Redmond, WA in 2000 with 35 students, and is continually expanding into other geographies. For example, in 2010, the DigiGirlz camps were held in nine U.S. locations (Charlotte, Fargo, Irving/Las Colinas, Redmond, Philadelphia, San Diego, St. Louis, Stony Brook, and Washington, DC) and international camps were held in locations such as China and Sweden. One-day events are also part of the overall program. In 2010 33 one-day events were held globally, from Waltham, MA to Warszawa, Poland. One-day events were also held in international locations such as El Salvador, Puerto Rico, Dubai, Johannesburg, Moscow, Bucharest, Copenhagen, and Kualua Lumpur, as well as additional U.S. locations.

Microsoft works closely with educational institutions, community organizations and government agencies to ensure that a diverse base of students, including students of color, students with disabilities, and economically disadvantaged students, are recruited into the program.

“I would like to thank the entire staff and every single person that helped make this camp enjoyable for not only me but for every girl that attended. I appreciate the amount of effort that took place from everyone to make this possible. I really enjoyed being part of this camp as it taught me many important details about technology that I will be sure to use in the future. I am looking forward to learning more about the works of Microsoft at DigiGirlz 2012. Thank you.”
- Vinathi Polamraju

The Microsoft DigiGirlz Programs have proven to be an invaluable tool for getting young girls excited about technology.

• More than 13,700 students have benefited from the Microsoft DigiGirlz Technology Programs (both camps and one-day events) since they began in 2000. In 2010 alone, the DigiGirlz programs (both the days and the camps) reached roughly 6,900 girls in more than 50 locations worldwide.
• According to a 2008 DigiGirlz national study conducted by The Puget Sound Center for Teaching, Learning and Technology, the most significant impact of the DigiGirlz Programs is an increased awareness of high‐tech career choices. Other high areas of impact for the students include a better understanding of computers; increased thoughts of plans for after high school; and increased interest in studying technology‐related disciplines.
• The Puget Sound Center study also showed the number of participants who indicated they would continue to take courses in high‐tech was higher than before the DigiGirlz camp and higher than the national average, as was the percentage who indicated plans to pursue a high‐tech career. Data from DigiGirlz alumnae show positive signs in their continued persistence in their plans related to education and careers in high‐tech three to five years after participating in the camp.

“The truth is technology is a vital, fast growing field that’s not just for the boys. Technology innovation is for everyone. Microsoft’s DigiGirlz Programs strive to provide young women with the necessary expertise and direction to succeed in a world becoming more dependent on the latest technologies and innovations. We believe that DigiGirlz will help dismiss any stereotypes of the high-tech industry catering solely to males.”
- Keami Lewis
Senior Manager of Development and Outreach

The DigiGirlz Programs are part of the Microsoft’s longstanding commitment to strengthening the pipeline of women in technology by exposing young girls to the vast opportunities the technology industry has to offer.

• The DigiGirlz Programs aim to break down the stereotypes associated with careers in technology by giving young people the chance to experience firsthand what it is like to develop cutting-edge technology. The Programs stress the importance of education and show how skills in math and science can help advance technology skills.
• The girls are exposed to Microsoft senior executive speakers, community leaders, tours of technology labs and other product groups, product demos, hands-on sessions in which they learn computer skills such as: HTML, Visual Basic, Product Design, Graphic Design and Resume Building. The students also have the chance to interact with Microsoft employees, learn about different career opportunities available at Microsoft and job shadow an employee with similar interests. For example, in 2005, a visually-impaired student was able to experience first-hand how accessible technology is developed by job shadowing a visually-impaired Microsoft college intern.
• Microsoft is constantly updating the DigiGirlz curriculum to address evolution of today’s technology, such as education on popular social networking sites such as Facebook, and keep the Programs on the cutting edge.
• Microsoft has experienced evidence of success, welcoming former DigiGirlz as both high school and college interns. The number of DigiGirlz who return as high school interns at the Redmond Corporate Campus equals approximately 10 percent-16 percent of total high school interns hired per year. In 2010, three former DigiGirlz returned to Microsoft as high school interns working in technical fields.

DigiGirlz is one of Microsoft’s core efforts to invest in STEM education for women and build a pipeline of future workers ready for the challenges of the global economy.

— According to Small Business Labs, the 2010 U.S. Bureau of Labor Statistics Occupational Outlook job forecast shows that categories with higher levels of women employment are expected to outperform categories dominated by men over the next 10 years. This means the earnings gap should continue to close, and earnings parity may happen by the end of the next decade.

— Women constitute 46.5 percent of the workforce in the U.S., but hold just 25 percent of mathematical and computer science jobs and 11 percent of engineering jobs. Of the women in engineering professions, only 7 percent are Hispanic and 6 percent are African American (U.S. Department of Labor, 2008; National Science Foundation, 2007).

— Women received 18 percent of Computer and Information Sciences undergraduate degrees in 2008, down from a high of 37 percent in 1984. Women's participation in computer science bachelor's degrees has been steadily decreasing since 1984 (National Science Foundation, 2008; NCWIT, 2010).

—Research by the American Association of University Women and other organizations confirms that young girls make important decisions about whether to embrace science and technology in school or careers in their late middle school years or early high-school years. Despite a surplus of available jobs, fewer U.S. girls are signing up for Computer Science when they enter college, resulting in under-representation of women in the fields of science, technology, engineering, and mathematics careers.

— Research shows that at the K-12 level, girls are not actively encouraged to get involved in science and engineering studies and careers, because of several barriers:

• Gender stereotypical assumptions held by parents and teachers about appropriate career and study choices for girls.
• Lack of awareness and role models for a computing career.
• When awareness exists, a negative image of computing careers prevails, one that is associated with being a “male, antisocial nerd.”
• Inadequate computer science curriculum at the K-12 level in public schools
• A non-inclusive curriculum when computer science is taught, with an immediate focus on coding and the absence of context setting courses that can explain to girls the role of computer science in solving societal problems.

— “2009 Technical Executive Forum – The Recruitment, Retention and Advancement of Technical Women: Breaking Barriers to Cultural Change in Corporations,” Anita Borg Institute of Women and Technology, 2009

— In 2009, more young men than women took AP Calculus (53 percent young men vs. 47 percent young women) and AP Chemistry (54 percent young men vs. 46 percent young women) while more young women than young men took AP Biology (42 percent young men vs. 58 percent young women). The largest gaps still exist in AP Physics where about 69 percent of the test takers are male and AP Computer Science where over 82 percent of the test takers are male (College Board, 2009).

— Technical women in high-level positions not only have substantial technical experience, but also possess significant human capital: 56 percent of senior technical women have graduate degrees, a rate similar to senior technical men and to technical women in entry and mid-level positions. The difficulties women are experiencing in advancement in technology cannot be attributed to a lack of educational attainment. These data are consistent with major shifts in the educational attainment of women in the US since the 1950s, with women now earning 59 percent of master’s degrees.

— “Senior Technical Women: A Profile of Success” Anita Borg Institute of Women and Technology, 2010 Studies show that girls who participate in the DigiGirlz Technology Programs tend to become more interested in considering technology as a potential career. According to a 2008 DigiGirlz national study conducted by The Puget Sound Center for Teaching, Learning and Technology, more than 96 percent of the 2008 DigiGirlz participants indicated they would recommend DigiGirlz camps to their friends, stating that the camp was a great learning experience, fun, educational, inspirational, changed their view of technology, and as one participant stated, “Shattered the stereotypes.” - (Source: Teresa Carlson, Vice President, U.S. Federal Government Business, Inspiring Young Women to Become Tomorrow’s Tech Leaders, April 2009)

For More Information on Microsoft's DigiGirlz Program go to: http://www.microsoft.com/about/diversity/en/us/programs/digigirlz/default.aspx