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Lesson of the Day: ‘Speaking of Britney … What About All Those Other Women?’

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Lesson of the Day: ‘Speaking of Britney … What About All Those Other Women?’

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1.

If you have not yet brought Women’s History Month into your classroom, this media literacy lesson may provide an opportunity. You can also explore our other lesson plans for Teaching and Learning About Women’s History With The New York Times.

Featured Article: “Speaking of Britney … What About All Those Other Women?” by Jessica Bennett

The New York Times documentary “Framing Britney Spears” has prompted a re-evaluation of media coverage of celebrities, especially young women, who were hounded and scrutinized in the 1990s and early 2000s amid a “market for humiliation.” A celebrity media machine that fixated on the personal struggles of famous women cast itself as necessary to protect young fans; it is now being criticized as stereotype-riddled, profitable bullying, that was carried out without care for its subjects.

In this lesson, you will learn more about the media environment from that time and explore how it connects to the current environment. Then you will choose a female figure from the past or present and investigate how she has been covered by the media in order to learn and to practice some of the media literacy strategies Ms. Bennett uses in her analysis.

Closely examine the above image, which features American newspaper and magazine clippings from the 1990s and early 2000s. What do you notice? What do you wonder? What questions do you have?

Who is being written about in these clippings? Had you already heard of these celebrities? What is the tone of the coverage? What words stick out for you? How do these clips compare with what you currently read about celebrities?

Read or listen to the article, then answer the following questions:

1. The article’s summary states that “we are living in an era of reappraisals.” In your own words, what is being reappraised and why?

2. What examples does Ms. Bennett provide for her assertion that young female celebrities were covered in an unfair way in the 1990s and early 2000s?

3. What common themes can you identify throughout the coverage of the celebrities Ms. Bennett names? How do you think these themes affected how these women were perceived by the public?

4. Who makes up the celebrity media machine that Ms. Bennett describes as generating unfair coverage of young female celebrities? What incentives existed for them to produce coverage of this kind?

5. What does Ms. Bennett say about the way Black women were treated by the celebrity media machine? How does it differ from the way white women were treated?

6. How have you seen factors like gender, race, age and sexuality shape the way people in the public eye are perceived and treated? What about the intersections of these identities? How do media and social media reinforce or frame certain perceptions?

7. Do you think that media coverage of women has improved since that earlier time? What does Ms. Bennett argue? Do you agree? Can you think of recent examples that support your conclusion?

Choose a female celebrity, athlete or other public figure who is interesting or meaningful to you for any reason — whether Billie Eilish, Beyoncé, Billie Jean King or anyone else. While Ms. Bennett’s article focuses primarily on how women were covered during a specific time period, you can choose a woman from any era.

Then, in light of what you’ve just read, analyze how that person has been portrayed in the media by choosing at least two sources. You can examine two news articles from different sources in the same time period, or you can compare how the woman you chose was covered at different points in history. Your sources might include The New York Times or other general-interest news outlets, or magazines or websites specifically devoted to covering celebrities — or both.

Read the below questions for evaluating bias in news coverage, which are adapted from Learning for Justice and Fairness & Accuracy in Reporting, and the examples we provide of how Ms. Bennett uses each media literacy strategy in her piece. Then read and annotate the articles you chose with the questions in mind.

  • From whose point of view is this story reported? (For example, the piece you have just read is by Jessica Bennett, a Times editor at large covering gender and culture who came to the paper in 2017 as The Times’s first gender editor. She describes her own experiences as a young journalist, but also interviews others who wrote, or were written about, in the 1990s and early 2000s and are now trying to reckon with that coverage.)

  • What unchallenged assumptions are present? (For example, in her piece, Ms. Bennett quotes Danyel Smith to address the assumption, unchallenged in much of that era’s coverage, that it was OK to treat a celebrity’s mental health as entertainment.)

  • Are any stereotypes, particularly about aspects of identity like gender, race and age present in the piece? How do they contribute to the image presented of the piece’s subject? (Ms. Bennett provides the “damsel-in-distress” narrative as one example.)

  • Are there any instances of loaded or charged language? (For example, Ms. Bennett refers to words and phrases like “wild,” “obtrusively voluptuous” and “train wreck.”)

  • What do photographs, images or videos communicate? (Ms. Bennett examines suggestive images of Britney Spears included in a Rolling Stone story and compares magazine covers of young men with those of young women.)

  • What do you notice about the media sources you chose? Did certain sources cover a subject differently from other sources? Why do you think that is? (Ms. Bennett explores the financial incentives for the tabloid talk shows and gossip magazines in that earlier era, saying that “disaster and personal tragedy sold.”)

  • How might the era in which each piece was published affect the coverage? (Ms. Bennett quotes Susan Douglas, a professor of communication and media, who contrasts language used about stars in that era with language that we use currently, like “accountability,” “consent,” “fat-shaming” and “mental health.”)

Then, reflect: Do you think that the pieces you read fairly depicted their subject? Why or why not?

On your own, or as part of a class assignment, you might then broaden this study by doing one or more of the following:

  • Create a live or online gallery of artifacts from different eras that illustrate some of the issues you found. Viewers of this gallery might be invited to react to what they see and read by guessing the date and source of the artifact and explaining why they guessed as they did. Together, discuss the patterns or themes that emerge, and what lessons they might teach for consuming news now.

  • Or, you might create an additional collection of journalistic work you find admirable — from any time period or source — because of the way it covers the person you chose. What words, phrases, images or other editorial choices make these pieces succeed, in your view?

  • Another possibility? Take a piece you uncovered that is riddled with loaded or charged language and try to rewrite it in a way that seems evenhanded and thoughtful “through a modern lens.” How hard was it to do that? Why? What choices did you have to make?

About Lesson of the Day

Find all our Lessons of the Day in this column.
Teachers, watch our on-demand webinar to learn how to use this feature in your classroom.

How Sam discovered a passion for data science through his love of music

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How Sam discovered a passion for data science through his love of music

Meet Sam, a drummer who taught high school math in Hawaii before the birth of his first son. Sam decided to move into the in-demand field of data science by enrolling in the IBM Data Science Professional Certificate on Coursera. In the program, he not only gained job-ready skills, but he also discovered ways to combine his passion for music with his data science practice. Read his full story, below!

My name is Sam, and I have always loved math and numbers. While working as a math teacher in Hawaii for 7 years, my wife and I had our son.

When you have a child, your whole world changes. You want to provide for them and give them the best life possible. For years, I had been telling my high school math students, ‘Data science is a great job,’ but, finally, I decided to heed my own advice. I knew I was good at math, but I did not have any computer background, so I was always wary about getting into programming. Nobody had ever explained to me that programming is basically logic and number theory. Which I love! After some research and an initial Python course, I dove right in to the IBM Data Science Professional Certificate on Coursera.

I chose the IBM Data Science Professional Certificate because it had depth and breadth, which was great, especially for my first experience with data science. I was eager to learn all the skills I could, and this course definitely provided a deep, detailed learning experience.

I also chose IBM’s program because I wanted to learn with an institution that had a meaningful name in the industry. My dad and grandpa had both worked at IBM their whole lives, and I had also worked there for a summer, so I knew about IBM, and I trusted what they would produce and offer. And I was right – the program was really great!

When I took the IBM Data Science Professional Certificate, I realized that I could combine data science skills with any other passion. I’ve always been interested in music—I actually used to be a drummer in a reggae band—so, once I started playing around with Spotify APIs, taking the skills I learned in the course and doing my own projects with them in my own interest areas, that’s when my growth really exploded. I would encourage people that are struggling or stuck to try to find some area of their life where they think they can apply these skills, and immediately start trying to do that, and you will be so motivated to keep learning.

The IBM Data Science Professional Certificate gave me a lot of confidence. I never saw myself as a computer person, but the program has you do all these complicated-seeming things like working in the Cloud and connecting to APIs, and it was so cool to me, to see how easy Watson Studio actually was to use, and how much you could do on it.

I ended up messing around with the Spotify API, and I was the first person on the Internet to pull out their podcast data and do visualizations. It’s not that crazy of a task, but you can’t really say too often that you’re the first person on the internet to do something. I even made a tutorial about it to show other data scientists how they can do the same thing, and it felt really good to be able to provide something back to the community of data scientists. You read all these tutorials from other data scientists, but you don’t really imagine yourself being able to provide back. It was a really cool experience to be able to do that with something I’d created myself.

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3 ways a coding mentor can help you learn

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3 ways a coding mentor can help you learn

This is a guest post from Daniel Chae, an experienced programmer and data analyst in Los Angeles, CA that is also passionate about helping people learn to code.

Learning to code isn’t easy. Many learners struggle to stay motivated. Others don’t know if they’re headed in the right direction. How do you apply what you’re learning to side projects? How do you overcome not having enough experience? You may have peers that help motivate you to keep coding. You may have found a helpful tutorial that explained a programming concept in a new way. Finding a coding mentor is also one solution to help you overcome learning obstacles.

Coding mentors are great because they can help you simplify your learning process. They can guide your learning path, and provide additional learning resources that come from experience. I’ll share how my coding mentors did all these things for me when I was learning how to code.

Coding mentors simplify your learning process

Learning to code can be difficult because you’re not quite sure how you should go about learning. Should you start with data types or variables first? Which language should you learn? The number of programming concepts you need to learn can be overwhelming. Which one do you start with? Coding mentors are great because they can help you drown out all the noise. They can remove all the distractions that come with the overwhelming number of concepts.

When I first met with my coding mentor I came to him in a frenzy. I didn’t know if I should learn front end or back end first. I encountered tons of tutorials about both, but couldn’t commit to one or the other. They all looked as if they could help me become a programmer. After I vented to him, my coding mentor simplified the entire learning process for me. He suggested I pick one coding resource that I could commit to finishing. He assessed my background and told me which programming concepts I should focus on. By the end of the meeting I felt zero anxiety. I felt confident I was heading in the right direction and distraction-free.

Coding mentors guide your learning path

If you’ve started a course, chances are there are dozens of lessons and concepts you need to work through. The early concepts, such as data types and variables, may seem boring and monotonous. The jump to control flow and functions can seem huge. You may feel  uncertain which concepts will help you learn the fastest.

One of the most helpful things my coding mentor did for me was provide context for why I should learn certain programming concepts. When I was learning how to code I knew I had a lot of programming concepts to tackle. I felt overwhelmed by the task of working through each one. My coding mentor suggested I spend extra time on data structures and algorithms. I didn’t know this at the time, but he was preparing me for interviews. Most technical interviews involved data structures and algorithms. Even though I was light years away from being ready, he was guiding my learning path. When I was ready to interview, I felt prepared and ready to go.

Coding mentors provide real-world context

When you dive into a coding resource you may not understand a concept the first time around. If you don’t understand the concept a second time around, it might feel like it will never click. Coding mentors are great because they’ve been in your shoes and can help you overcome the hurdles they overcame by providing advice and resources. They can help you understand any programming concept you’re struggling with. They’ll point you to books that focus on specific programming concepts. They’ll also explain programming concepts in new ways to help you understand.

I remember when I was learning how to code and how much I struggled with functions. I didn’t understand how function inputs worked. I couldn’t grasp why variables inside a function didn’t exist in a computer’s memory outside of the function. The first thing my coding mentor did was suggest a book on functions. Then he walked me through how computer memory worked and why I couldn’t call variables inside of a function. He dissected several examples of input functions, line by line. He did so until I understood how inputs worked in tandem with the rest of the functions. By the end of our session, I had a clear understanding of functions and how I could use them in my future projects. I read through the book he suggested and felt better about my comprehension of functions.

Finding a coding mentor

Coding mentors help you cut out all the noise and point you towards success. They’ll get you going in the right direction and provide custom feedback for you.  The number of learning resources can be overwhelming. When you’re feeling uncertain, a coding mentor can point you in the right direction.

If you’re curious as to where you might find a coding mentor, there are many ways to do so. Twitter and LinkedIn are full of experienced developers who want to invest in other programmers. You’ll also want to check out the different programming-oriented subreddits like r/learnprogramming or r/learnpython. There are a ton of programmers there who regularly give feedback to aspiring programmers. Either way, be bold and clear about what you’re looking for. If you build solid relationships and add value to others’ lives whenever you can, you’ll find a coding mentor in no time.

Introducing Build iOS Apps with SwiftUI

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Introducing Build iOS Apps with SwiftUI

We’re pleased to introduce you to Build iOS Apps with SwiftUI. This Skill Path is designed for anyone interested in building and publishing a mobile app for Apple devices from start to finish.

Whether you’re an aspiring iOS developer, creating an app for your business, or working on a passion project, we highly recommend taking this Path as a first step. You’ll gain the knowledge and confidence to work with Xcode and SwiftUI. You’ll learn the fundamentals of the Swift programming language. And you’ll get step-by-step guidance on how to publish your app to the App Store for anyone to use!

Read on to learn more about the Skill Path, who it’s designed for, and what you can expect.

Who is the Build iOS Apps with Swift Skill Path right for?

This Path is for anyone interested in building and publishing an iOS application. It’s a great introduction for those interested in a career in iOS development. And you don’t need any prior coding experience to get started on this Path.

If you’ve already taken Learn Swift, this Path will give you the opportunity to learn more about mobile app development. The coursework that you’ve done in Learn Swift will show up as completed in this new Skill Path. This means you’ll be able to skip ahead and focus on taking what you’ve learned about programming in Swift to the next level.

This Path is best for learners using a Mac — we cover setting up Xcode, which only works on Apple’s OS.

Will I really be able to build an app by the end of this Skill Path?

Yes! Over the span of this Path, you’ll be building out Code History, a fun trivia game that tests your knowledge of the history of code. As you learn new skills, you’ll be able to put them to practice as you build out Code History bit by bit.

By the end of this Path, you’ll have a fully functional iOS application that’s ready to be published and shared with the rest of the world!

One of the benefits of developing apps for iOS is the shorter development time. Because of the limited number of iOS devices (relative to 5,000+ devices that run on Android), it’s much faster to get an app up and running while making sure that it works consistently across all iOS devices.

What skills will I take away when I’m finished with this course?

You’ll learn what you need to start building your own iOS apps, including setting up the Xcode development environment on your machine, and designing your app interface using SwiftUI. You’ll learn the fundamentals of the Swift programming language, which is used to build apps for iOS, iPadOS, macOS, watchOS and tvOS.

You’ll also walk away with the knowledge on how to get your application listed in the App Store for anyone to download and use.

Collage

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Collage

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

What do you think this image is saying? How does it relate to or comment on society or current events? Can you relate to it personally? What is your opinion of its message?

Tell us in the comments, then read the related article to learn more.


About Picture Prompts

Find all our Picture Prompts in this column.
Have an idea for a Picture Prompt? Tell us about it.
Teachers, discover more ways to teach with our Picture Prompts and learn how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Word of the Day: uncanny

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Word of the Day: uncanny

1. surpassing the ordinary or normal

2. suggesting the operation of supernatural influences

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The word uncanny has appeared in 237 articles on NYTimes.com in the past year, including on March 10 in “Tasmanian Tigers Are Extinct. Why Do People Keep Seeing Them?” by Asher Elbein:

Known officially to science as a thylacine, the large marsupial predators, which looked more like wild dogs than tigers and ranged across Tasmania and the Australia mainland, were declared extinct in 1936. But on Feb. 23, Neil Waters, president of the Thylacine Awareness Group of Australia, promised conclusive photographic proof of a surviving thylacine. The four photos, he claimed, showed a family of thylacines, including a juvenile, moving through dense brush. The announcement kicked off a flurry of excitement among wildlife aficionados.

But, analysis by thylacine specialists rapidly debunked the photos as a case of mistaken identity. The event is the latest in a tradition of extravagant claims about photographic or video evidence of lost or unknown species that don’t pan out. Why do these cycles occur so regularly, at times even convincing experts? The answer, psychologists say, may lie in quirks of the human mind and how we process information that is at once familiar and difficult to perceive.

… These kinds of mistakes are common, Dr. Naish said, in part because even experienced outdoors people and researchers aren’t always adept at identifying animals from unfamiliar angles or in unfamiliar states. Size and distance can be hard to judge in photographs, causing domestic cats to resemble big cats. Subtract fur, as in the occasional rotting raccoon carcass or mangy fox, and even familiar mammals can look deeply uncanny — or like an extinct marsupial predator.

Can you correctly use the word uncanny in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how uncanny can be used in a sentence, read these usage examples on Vocabulary.com.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

Teenagers in The Times: March 2021

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Teenagers in The Times: March 2021

Here is the March edition of Teenagers in The Times, a roundup of the news and feature stories about young people that have recently appeared across sections of NYTimes.com. We publish a new edition on the first Thursday of each month.

For ideas about how to use Teenagers in The Times with your students, please see our lesson plan and special activity sheet, both of which can be used with this or any other edition.

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Education

‘He Was Suffering’: Teenager Who Filmed Floyd’s Arrest Testifies at Trial

Darnella Frazier, who was 17 years old when she filmed video of George Floyd’s arrest, testified on Tuesday in the murder trial of Derek Chauvin, the former Minneapolis police officer charged in Mr. Floyd’s death.

‘Children Are Off-Limits’: France on Course to Set 15 as Age of Consent

The bill, which characterizes sex between adults and minors under 15 as rape, was adopted by the National Assembly after a series of sexual abuse scandals and may become law by April.

Children Trapped by Colombia’s War, Five Years After Peace Deal

Despite the agreement with the FARC, Colombia’s conflict is far from over. This month, the government bombed a rebel camp full of young people.

Hundreds of Schoolgirls Abducted in Nigeria Are Released

Hundreds of Nigerian schoolgirls who were abducted by armed men from their boarding school last week have been released, officials said. Mass kidnappings of children have become a growth industry amid Nigeria’s economic crisis.

I Survived 18 Years in Solitary Confinement

“The harrowing injustice I suffered as a boy should never happen to another child in this country,” writes the author of this Opinion essay.

Minneapolis Police Investigate Punching of a Black Teenager by an Officer

The events were recorded on video by an eyewitness and came as residents had been protesting another teenager’s arrest in connection with what police said was a “violent felony carjacking.”

Police Officer Is Accused of Raping Girl He Had Once Taken for a Rape Exam

A former New Orleans officer drove a 14-year-old girl to a hospital for a rape evaluation in May. For months afterward, he groomed her and eventually raped her, the girl’s mother claims in a lawsuit.

What’s Going On in This Graph? | April 7, 2021

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What’s Going On in This Graph? | April 7, 2021

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

These maps show the growing zones (also called hardiness zones) for two time periods — one historical and one projected. The zones are based on the coldest temperature of the year at each location averaged over a 30-year period. Farmers and home gardeners use the zones on these maps to inform them of which plants will succeed in their area.

After looking closely at the maps above (or at this full-size image), answer these four questions:

  • What do you notice?

  • What do you wonder?

The questions are intended to build on one another, so try to answer them in order.

2. Next, join the conversation online by clicking on the comment button and posting in the box. (Teachers of students younger than 13 are welcome to post their students’ responses.)

3. Below the response box, there is an option for students to click on “Email me when my comment is published.” This sends the link to their response which they can share with their teacher.

4. After you have posted, read what others have said, then respond to someone else by posting a comment. Use the “Reply” button to address that student directly.

On Wednesday, April 7, teachers from our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern time.

5. By Friday morning, April 9, we will reveal more information about the maps, including a free link to the article that included this graph, at the bottom of this post. We encourage you to post additional comments based on the article, possibly using statistical terms defined in the Stat Nuggets.

We’ll post more information here on Thursday afternoon. Stay tuned!


More?

See all graphs in this series or a slide show of 60 of our favorite graphs.

View our archives that link to all past releases, organized by topic, graph type and Stat Nugget.

Learn more about the “Notice and Wonder” teaching strategy and how and why other teachers are using this feature from our on-demand webinar.

Sign up for our free weekly Learning Network newsletter so you never miss a graph. Graphs are always released by the Friday before the Wednesday live-moderation to give teachers time to plan ahead.

Go to the American Statistical Association K-12 website, which includes teacher statistics resources, professional development opportunities, and more.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

April Fools’

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April Fools’

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

Have you ever been fooled on April 1? Have you ever fooled someone else?

You can use your imagination to write the opening of a short story or poem inspired by this day — or tell us about a memory from your own life that April Fools’ Day makes you think of.

Post it in the comments, then read the related article to learn how All Fools’ Day, “the anniversary beloved of the jokers,” was celebrated in 1892.


About Picture Prompts

Find all our Picture Prompts in this column.
Have an idea for a Picture Prompt? Tell us about it.
Teachers, discover more ways to teach with our Picture Prompts and learn how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Coursera Round-Table Discussion: How Women Can Support One Another

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Coursera Round-Table Discussion: How Women Can Support One Another

Written by members of our Women@ Employee Resource Group: Jade Wang, Shikha Sharma, Cassidy Dadaos, Gintare Balseviciute, and Shubhangi Sood.

Coursera’s Women@ Employee Resource Group (ERG) is focused on creating an environment where women thrive – one that attracts, develops, and retains top female talent, especially in areas in which women are currently underrepresented. 

Women@ is led by five Courserians, from a variety of teams in our offices around the world. In honor of Women’s History Month, we’ve come together to share our personal experiences being part of a community of women who encourage and mentor each other. We hope that these conversations inspire allyship, solidarity, and mutual support among women. 

How has support from other women helped you in the past year?

[Jade] Recently, small gestures have felt incredibly meaningful to me. When I’m feeling overwhelmed, having someone offer to help me out with a task has really helped me get through a tough day. I feel so pampered when I get a check-in text from a friend or participate in a baked good swap. These 1-minute interactions have really powered me through the year. Bigger gestures help too! One of my colleagues at Coursera recently offered to help me move apartments, which meant a lot when I was staring at the huge wall of boxes to pack. 

[Cassidy] I have so missed getting to connect with my teammates and female colleagues in person over the last year. The long days of Zoom meetings and COVID isolation have often created space for imposter syndrome to creep into my head and into my work. Finding space for personal connection (even if it is over Zoom!) has left me with energy, and oftentimes, with renewed confidence. The honest gut checks, feedback, brainstorm sessions, and solidarity I’ve felt from women who are facing similar challenges have all been fuel to keep me going. I’m very grateful for those minutes together, in the midst of all the madness. 

[Shubhangi] In the past year, I’ve been lucky to have forged genuine friendships at work with women who are in similar situations in their lives. Just as almost all of us have been thrown into a lurch due to the pandemic, I, too, had a difficult time managing my expectations of myself and the way my intended goals were panning out. These friends helped me evaluate my decisions logically, take stock of my feelings, and put things into perspective and a renewed plan. I would honestly have been lost without them this past year. 

How have you shown support or encouragement to other women? 

[Jade] I’m quite lucky in that in my role as a people manager, it’s my job to serve and support my team. Something I’m doing more of recently is trying to intentionally create opportunities for personal reflection and interpersonal connection. Our jobs are busier than ever, and we haven’t had as much time to step back and think or connect as a team or company. I’ve been trying to create and hold space for us to do so. For example, we’ll start our team meetings by sharing “highs and lows,” which can range from professional accomplishments to personal updates. At Women@Coursera, we’re creating spaces like casual cooking classes so we can connect and reflect over something delicious!

[Shikha] I get this amazing opportunity to work with inspiring women every day and I make conscious efforts to celebrate their successes and be their cheerleaders whenever I can. This can be as simple as sending them a message and letting them know that they did a great job at a presentation or handling a difficult situation, giving them shoutouts on team Slack channels, or even extending support to help them out on a particular task or project—whether personal or professional.

[Gintare] I always take time to recognize and appreciate women I work with—from my immediate team or cross-functionally—by sending them a “well done” Slack message or giving a company-wide shoutout. I also reach out to them from time to time just to ask how they are doing and schedule short (virtual in this world!) coffee breaks to talk about things that are non-work related. It is all about showing that you genuinely care no matter how small the gesture.

[Cassidy] I feel really fortunate to be surrounded by a network of strong, resilient, smart, thoughtful women—both personally, and professionally. My goal is to make them feel as supported and encouraged as each of them has made me feel at one point or another, whether that’s by remembering a milestone date or occasion, carving out space to check in on a personal level, celebrating each other’s wins, or even navigating and reflecting on a lowlight together. I think just showing up for each other consistently is crucial, and I try to do that in whatever way seems to resonate most with each of those important women in my network and my life.

[Shubhangi] My life both inside and outside of Coursera has been full of amazingly resilient and talented women who are striving everyday to create a niche for themselves and for each other. I believe there are common themes and challenges we all face with personal branding, voicing our opinions, or making our presence felt. This is why I consistently reach out to my colleagues to applaud their achievements, share how we can work to highlight ourselves better, and take up projects for the common good of all. 

How can we get better at asking for help?

[Jade] I am going to start with being more comfortable accepting help. I often feel like I need to take care of everything myself—everything from work and managing tasks around the house to spoiling my dog. Some days, it’s very tiring, and the guilt I feel around being tired compounds the situation. I want to get better at recognizing that it might be too much for one day and accepting assistance with grace. 

[Cassidy] I need to find and create space for myself! I’m a new mom, who is still figuring out how to navigate and balance the demands of work, family, and more. The COVID era has been such a unique time to be entering this new phase of life, as essentially nothing feels normal. It is a daily challenge for me to figure out how to ask for the space to sometimes simply even think in peace. 

What are some words of advice for women seeking mentorship? 

[Shikha] For me, a mentor is someone who can provide me honest, candid feedback, and push me outside of my comfort zone. It can be someone from my personal or professional life. I’ve had great friends and teachers who have often acted as mentors to me and offered me the most brilliant advice, and then there have been my peers who have served as sounding boards for decision-making. My advice to women would be that mentors can be cultivated in different forms and ways, so surround yourself with people who are going to take you higher.

[Gintare] Throughout my time at university and in the workplace, I have always had mentors, some of whom would guide me throughout various situations by sharing their advice, experiences, and techniques for dealing with important decisions, and others who inspired me to become a better version of myself. A mentor once told me: “You do not approach someone and ask them to be your mentor; rather, it is a natural evolution of your relationship.” Therefore, cultivate your relationships, do not be afraid to seek guidance or help, and soon you will notice that there are people you gravitate towards whose opinion you value, who could turn out to be your mentor.

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Developing and empowering women in leadership and strategic skills, working towards a more equitable workplace through advocating for policies and raising awareness, and elevating Coursera’s visibility and ability to attract top female talent are all part of the mission of Coursera’s Women@ Employee Resource Group.

We hope that our stories and learnings can help inspire and empower you to ask for support when you need it, seek out the company and expertise of other women in your network, join hands to uplift each other, and grow in ways that you may not have thought were possible before. 

About the authors:

Jade Wang is Senior Manager of Platform Services and the chair of Women@Coursera. Her team helps learners, partners, and administrators achieve their goals on Coursera by creating platform solutions. Since joining Coursera over five years ago, Jade has worked to serve learners by advocating for learners-first platform experiences and building creative technical solutions. 

Cassidy Dadaos is Associate Director of University Partnerships, and the co-chair of Women@, Coursera’s ERG for Women Employees. Since joining Coursera more than four years ago, Cassidy has worked to support the company’s mission of providing access to high-quality educational opportunities by guiding Coursera’s partnerships with a variety of North America-based universities such as Yale University, University of Colorado Boulder, and University of Michigan.

Shikha Sharma is an Enterprise Implementation Manager and the co-chair of Women@, Coursera’s ERG for Women Employees. She works closely with Corporations, Governments, and Campuses across India and APAC to help Coursera bring flexible, affordable, and job-relevant online learning to individuals through Coursera’s Enterprise Product.

Shubhangi Sood is an Enterprise Consultant for Coursera in the APAC region and the Retention & Engagement lead with Women@Coursera. She works with universities on their skills development programs by helping them align Coursera for Campus with their curriculum and processes. In the recent past, she has also been instrumental in setting up and driving the APAC chapter of WomenERG and driving internal skills development programs for Coursera employees. 

Gintare Balseviciute is a Senior Enterprise Implementation Manager and the co-chair of Women@, Coursera’s ERG for Women Employees. She owns the delivery of the Coursera for Enterprise product across all customer segments—Corporations, Governments, and Universities in EMEA. Gintare has been working to design the solutions that fit clients’ business needs and driving adoption of online learning. 

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