Diversity in tech is not just a goal; it’s a continuous journey of overcoming barriers and building inclusive environments. Lauren Knopp, a junior at the University of Vermont (UVM), embodies this mission through her involvement with The Percentage Project and her dedication to supporting underrepresented groups in tech.
The Journey to Computer Science
Originally from New Jersey, Lauren first encountered programming in her junior year of high school. Though she initially considered majoring in math due to limited exposure, further programming experiences inspired her to pursue a double major in Computer Science and Mathematics. Early on, the path was not straightforward. “In my first year, I thought about switching to just math,” she admits. However, encouragement from women faculty members and peers in UVM’s Women in CS club, led by former Percentage Project Campus Directors helped Lauren find her footing.
Now an outreach coordinator for the club, Lauren has witnessed firsthand the power of peer support. “When I encounter a barrier, I remind myself that I can get past it,” she says. This resilience is something she hopes to inspire in others, emphasizing that it takes time to build confidence and learn the ropes.
Challenges in Representation
One of the most pressing issues Lauren has observed is the isolation felt by women and underrepresented students in tech classes. “You look around, and sometimes you’re the only one representing your demographic,” she notes. This disparity is most pronounced among freshmen, making it crucial to foster a strong sense of community from the beginning.
Lauren points out that UVM’s Society of Women in Computer Science (founded in 2021) has been vital for creating such a community. However, building and retaining these supportive networks remains an ongoing challenge. “Getting and retaining women and POC in CS is difficult. We need spaces where they feel welcome and supported,” Lauren stresses.
Future Goals and Initiatives
Looking ahead, Lauren is committed to initiatives that help students stay in tech and build confidence. She aims to strengthen existing programs like Peer Mentors, which connect students to experienced peers who can provide guidance. Another focus is outreach to local high schools and middle schools. Collaborating with Lisa Dion, who leads UVM’s first Girls Who Code chapter, Lauren plans to teach younger students and inspire them to explore coding.“Teaching helps create a pipeline of confident, knowledgeable students ready for the challenges of tech,” she explains. These efforts are crucial for retaining diverse
talent and ensuring that students don’t lose confidence as they progress through challenging courses.
Looking to the Future
Lauren’s vision extends beyond her undergraduate years. She plans to pursue graduate studies in theoretical CS or machine learning, aiming to become a professor. “Collecting and sharing knowledge is essential for helping women and other underrepresented groups maintain their presence in tech,” she says. For her, it’s not just about academic achievement but fostering a culture where students can enter challenging spaces, fail, and still feel encouraged to persist.
Lauren stresses that STEM is tough, but with a stick-together culture, we can support each other through it. Her journey exemplifies how initiatives like The Percentage Project can spark change, create inclusive communities, and build a future where everyone feels they belong.
Conclusion
Lauren’s story highlights the power of resilience and community in overcoming the challenges of underrepresentation in tech. By combining her passion for education with her drive to create inclusive spaces, she serves as both a role model and a catalyst for change. Through initiatives like teaching younger students, strengthening peer mentorship, and fostering a supportive culture, Lauren is paving the way for a more equitable future in STEM. Her work with The Percentage Project is a testament to how individual efforts can create ripples of change, inspiring others to join the mission of diversity and representation in technology.
Comments