•HRES 169 IH 
ers) are woefully underrepresented in corporate leader-
ship roles, including the technology sector; 
Whereas African Americans, Latinos, Native Americans, and 
Pacific Islanders are disproportionately underrepresented 
in the technology sector; 
Whereas Black and Hispanic workers in the science and engi-
neering workforce continue to be underrepresented, Black 
employees represent 11 percent of the United States 
workforce but only 9 percent of the science and engineer-
ing workforce, and Hispanic employees represent 16 per-
cent of the United States workforce but only 7 percent 
of the science and engineering workforce; 
Whereas the share of women working in science and engi-
neering jobs has held steady around 50 percent since 
1990, but the share of women in specific fields has varied 
from 47 percent in life sciences to only 25 percent in 
computer science; 
Whereas women of color represent less than 10 percent of all 
computer science professionals (African American: 5.7 
percent; Hispanic: 6.4 percent; American Indian or Alas-
ka Native: 0.1 percent; and Asian: 22.9 percent); 
Whereas 50 to 70 percent of employees in tech companies 
work in non-tech positions, for which an existing pipeline 
of qualified African Americans and Latinos currently ex-
ists; 
Whereas a pipeline of qualified technical candidates is critical 
as the tech industry improves its recruiting, hiring, and 
retaining of candidates and employees of color; 
Whereas underrepresented minority students overall face an 
opportunity gap in STEAM education; 
VerDate Sep 11 2014 
20:06 Mar 05, 2019
Jkt 089200
PO 00000
Frm 00002
Fmt 6652
Sfmt 6300
E:\BILLS\HR169.IH
HR169
pbinns on DSK79D2C42PROD with BILLS
•HRES 169 IH 
Whereas women of color particularly face an achievement gap 
in science and engineering education; 
Whereas, in 2015, women were conferred nearly a third of all 
science and engineering degrees; 
Whereas, in 2015, women of color received only 13 percent 
of all science and engineering degrees (Black: 3.2 per-
cent; Hispanic: 3.9 percent; Native American or Alaskan 
Native: 0.2 percent; Asian or Pacific Islander: 4.5 per-
cent; and multi-racial: 1.2 percent); 
Whereas women overall face a large opportunity gap in com-
puter science; 
Whereas only 18 of all bachelor’s degrees conferred in com-
puter science went to women in 2015; 
Whereas, in 2015, women of color received only 9 percent of 
degrees conferred in computer science (Black: 3 percent; 
Hispanic: 2 percent; Native American or Alaska Native: 
0.8 percent; and Asian or Pacific Islander: 3 percent); 
Whereas the opportunity and achievement gap between boys 
and girls starts early; 
Whereas, in 2017, 22 percent of high schools offered the Ad-
vanced Placement (AP) Computer Science course, and 
only 35 percent of high schools teach computer science; 
Whereas, in 2018, 28 percent of AP Computer Science test 
takers were girls, and 21 percent were African American 
or Latino; and 
Whereas there is a dearth of disaggregated data to show aca-
demic attainment across different Asian-American and 
Pacific Islander communities: Now, therefore, be it 
Resolved, That the House of Representatives supports 
efforts to— 
VerDate Sep 11 2014 
20:06 Mar 05, 2019
Jkt 089200
PO 00000
Frm 00003
Fmt 6652
Sfmt 6201
E:\BILLS\HR169.IH
HR169
pbinns on DSK79D2C42PROD with BILLS
•HRES 169 IH 
(1) increase diversity and inclusion in the tech-
nology sector, including robust plans to ensure re-
cruitment, training, and retention of underrep-
resented minorities at all levels, from the boardroom 
to the senior executive level, to rank and file employ-
ees, as well as vendors; 
(2) eliminate barriers faced by people of color, 
and other underrepresented groups when breaking 
into the technology sector; 
(3) ensure all students have access to science, 
technology, engineering, arts, and mathematics 
(STEAM) education for a 21st century economy, in-
cluding computer science education in particular; 
(4) strengthen investments in, and collabora-
tions with educational institutions including commu-
nity colleges, Historically Black Colleges and Univer-
sities, Hispanic-serving institutions, Asian-American, 
Native American, and Pacific Islander-serving insti-
tutions, American Indian Tribally controlled colleges 
and universities, Alaska Native and Native Hawai-
ian-serving institutions, predominantly Black institu-
tions, Native American-serving, non-Tribal institu-
tions, and other minority-serving institutions to sus-
tain a pipeline of diverse STEAM graduates ready 
to enter the technology sector; and 
VerDate Sep 11 2014 
20:06 Mar 05, 2019
Jkt 089200
PO 00000
Frm 00004
Fmt 6652
Sfmt 6201
E:\BILLS\HR169.IH
HR169
pbinns on DSK79D2C42PROD with BILLS
•HRES 169 IH 
(5) improve data collection, disaggregation, and 
dissemination of information for greater under-
standing and transparency of diversity in STEAM 
education and across the workforce. 
Æ 
VerDate Sep 11 2014 
20:06 Mar 05, 2019
Jkt 089200
PO 00000
Frm 00005
Fmt 6652
Sfmt 6301
E:\BILLS\HR169.IH
HR169
pbinns on DSK79D2C42PROD with BILLS