Methodology

We used a mixed-methods, dual-pronged strategy that comprises both a top-down and a bottom-up approach to accomplish our research objectives. We focus particularly on BIPOC PIT Entrepreneurs to better understand how we can embrace and support their work as part of the PIT ecosystem on both a macro and micro level. The strategy afforded us a macro understanding of the landscape (top-down approach), while also providing a deeper understanding of the experiences of PIT entrepreneurs (bottom-up approach). Our experiential learning course provided an opportunity for students and PIT entrepreneurs to gain hands-on experience in working in PIT. The participative, interactive, and applied nature of the experiential learning course allows for collaborative knowledge development with BIPOC PIT entrepreneurs.¹

To understand the landscape of PIT entrepreneurs in the United States, we provided descriptive statistics obtained from population estimates generated from the US Census 2018 Public Use Microdata Sample files (PUMS).² We restricted our analysis to individuals from the population records that are defined as tech entrepreneurs because data were not available to identify activities that fall under social entrepreneurship. The definition of tech entrepreneurs in the data are individuals who are both 1) self-employed, individuals with reported income from some self-employed activities even though they could also be employed elsewhere and 2) individuals with STEM education based on the National Science Foundation’s (NSF) definition.³

Qualitative Interviews with BIPOC PIT Entrepreneurs

To gain a better understanding of career trajectories in PIT and barriers BIPOC PIT entrepreneurs face in the field, our team conducted ten virtual, semi-structured interviews with PIT entrepreneurs. The PIT entrepreneurs in our study were recruited by the project team. Our team conducted interviews from late September to early December 2020. Each interview lasted between 30 to 60 minutes and participants were compensated for their time. The interview protocol emphasized a narrative inquiry as a methodological approach which provided researchers a “unique sensitivity to participants’ idiosyncratic perspectives.”⁴ This approach allows for the appreciation of participant’s lived experiences and lessons learned. The virtual interviews were recorded and transcribed. Transcriptions were coded and a thematic analysis was conducted.

BIPOC PIT Entrepreneur Participants

Our sample consisted of ten PIT entrepreneurs. Of these participants, eight identified as female and two identified as male. Two participants identified as Asian, four participants identified as Black or African American, one participant identified as Latino or Hispanic, and three participants identified as both Black or African American and Latino or Hispanic. Eight of the ten PIT entrepreneurs completed a bachelor's degree, with three of them holding advanced degrees. Four PIT entrepreneurs resided in the Northeast, four resided in the South, and two resided in the Midwest. Six of the PIT entrepreneurs have been in their role for three or more years and four have been in their role from one to three years. Eight of the participants work full-time on their social enterprise.

Experiential Learning Course

The third component of our research methodology is a semester-long experiential learning class for graduate Ford School of Public Policy and the School of Information students at U-M that was launched in winter 2020. The experiential learning class focused on 1) developing an understanding of Public Interest Technology as a career field, 2) building and catalyzing policy and data science/technology solutions, 3) examining the role of racial equity, technology, and data in each entrepreneur's area of social impact, 4) developing solutions or programmatic interventions that address problems within entrepreneurs’ areas of impact, and 5) strengthening the social capital for all participants through meaningful collaboration and working relationships. In addition to the course curriculum, seven students worked in teams with five entrepreneurs of color based in Detroit, where they engaged with PIT research and developed consulting and project management skills.⁵ The five Detroit-based PIT entrepreneurs were identified through a local Blacks in Tech Slack channel with the support of TechTown, a start-up incubator located in Detroit, Michigan and the PIT entrepreneurs received a stipend for their participation.A total of four surveys—one pre-, one post-, and two during the class—were completed by participating students and entrepreneurs to document changes that came about as a result of the program.