Women in Tech as Change Agents: Synthesizing Equity through Disruption

Young women remain underrepresented in high school technology pathways. This study examined whether youth-led, equity-focused interventions could disrupt that pattern in a California career academy. Guided by research questions on participation (RQ1), identity development (RQ2), and sustainable change (RQ3), a diverse team of young women used empathy interviews, thematic analysis, and iterative Plan-Do-Study-Act (PDSA) cycles to investigate barriers and design solutions. As their work evolved, students shifted from isolated interventions to whole-system redesign through an approach we call Improvement Synthesis.

Key interventions included a sensory-aware recruitment event, a student-led mentorship program, and the She‑Legacy framework for leadership succession. Female sophomore enrollment increased from 40% to 71%, mentorship became institutionalized through the WIT Ambassadors and Women’s Council, and equity-centered leadership structures were sustained beyond any single cohort. Participants reported increased confidence, agency, and belonging.

Findings show that when young women are trusted to lead inquiry and implementation, they build systems that remove barriers faster than top-down efforts. Student-driven Improvement Synthesis offers a replicable model for achieving rapid, lasting gains in gender equity. Schools seeking systemic change in tech education should consider student co-leadership not as a supplement, but as a central strategy.