Dr. Mittie Cannon has made advocating for diversity in the construction industry her mission for the last decade. She established Power UP Inc., which is focused on showing young women all the lucrative and empowering opportunities that are available to them in the world of construction.
She reflects on how far her work has come, her hopes for the future, and how others can encourage young women to take interest in the trades.
What has surprised you the most since launching Power UP Inc. in 2016?
MC: What started as a one-time event in March 2016, initially conceived to express appreciation for the construction and trades industries, has expanded into multiple programs driven by increasing demand.
The idea for the Mother-Daughter workshop originated in 2015 while I was recovering from a severe accident involving an 18-wheeler. While recovering, I had plenty of time to think, and decided I needed to channel my energy into something productive. I reached out to contractors and industry professionals I knew from across the country and invited them to Birmingham, Alabama for a one-day workshop. I didn’t have a name for the event at the time, but I knew I wanted to hold it in March to coincide with Women in Construction Month.
The immediate enthusiasm and hunger for the program were astonishing. After the event, I was approached by mothers, daughters, community leaders, and vendors who were eager to learn more and get involved. The excitement and interest highlighted the need for ongoing educational opportunities.
In response, we’ve expanded our offerings to include more programs that range from basic skills training to certification and employment readiness. Last summer, we partnered with the Birmingham City Council to offer a workshop for seniors. Carol Clarke, who had previously attended one of our events, saw the value and requested a similar program for her district. The seniors’ enthusiasm was incredible—they were fully engaged, even forgoing breaks to continue learning. They eagerly absorbed skills like basic home repairs and were so enthusiastic that they requested more sessions.
The unexpected growth and the diverse range of participants we’ve been able to engage has been truly remarkable and rewarding.
What is one success story you are most proud of?
MC: One story that stands out involves a young woman who initially came to our event with a very limited view of the construction industry. She was a high school student who had always been more interested in traditionally ‘feminine’ pursuits—fashion and beauty.
During the Mother-Daughter event, she heard from a diverse group of successful women in the industry, networked with professionals, and learned about the wide range of career options available in construction. She was so struck by how different the industry is from the stereotypes she had previously held, that after the event, she approached me with an apology, expressing regret for her earlier misconceptions.
This experience is a perfect example of our mission, which focuses on the three E’s: Exploration, Education, and Empowerment. We believe education happens anytime you learn something new, regardless of whether it leads to a formal degree. In this case, the education came from real-world experiences and interactions. We showed her that the construction industry offers much more than she had initially thought—opportunities for people with diverse backgrounds and skill sets, including business administration and beyond.
Her transformation, from someone with a narrow view of the field to a young woman inspired to explore new career possibilities, is a testament to the impact of our work. It underscores the critical need to provide diverse perspectives and opportunities, allowing individuals to discover their potential in unexpected places.
If you had a magic wand, what would you do to improve the workforce development system in the U.S.?
MC: I would begin by integrating career and technical education (CTE) programs into every school, with a specific focus on pathways for careers in construction. My goal would be to elevate CTE to the same level of esteem as traditional academic subjects.
CTE and academics are deeply interconnected, and we really need to recognize this synergy. Unfortunately, CTE programs are often undervalued compared to traditional college preparatory tracks. This disparity stems from a lack of understanding and appreciation of the significant opportunities and benefits that CTE pathways, particularly in construction, can offer.
To address this, I would overhaul the way we present and align CTE with academic curricula and ensure that these programs are seen as vital and respected educational options. I would bring all stakeholders to the table—including school districts, parents, students, media, political and community leaders, and businesses. By engaging these groups, I believe we can build a shared understanding of the value of CTE and promote the expansive career opportunities within construction and skilled trades.
I would also work to shift public perception and highlight the practical benefits of careers in construction, including job stability, growth potential, and the ability to build meaningful, hands-on careers. I think this would reframe the way CTE programs are marketed and discussed and would ultimately lead to greater investment in and respect for these critical educational pathways.
What advice would you give to high school skilled trades teachers to recruit girls into their programs?
MC: Funny you ask this question because recruiting girls into skilled trades programs involves more than just ticking a diversity box—it’s about ensuring true equity and inclusivity in the program.
First, it’s crucial to create an environment that is genuinely welcoming and prepared to teach and support female students. This means addressing practical considerations such as having appropriately sized equipment, like gloves and harnesses, and ensuring that facilities, such as restrooms, are accessible and accommodating.
Successfully recruiting girls requires collaboration and partnerships with women who are already in the trades. Female role models can make a significant difference because they provide relatable examples and can share their experiences in a way that resonates with potential recruits. Girls are more likely to be inspired by and connect with someone who looks like them and shares similar experiences and passions.
In addition, the instructor’s attitude and approach are critical. They must ensure that female students are treated equally and not differently from their male counterparts. At the end of the program, girls should meet the same standards of learning as everyone else, but in an environment that is knowledgeable and responsive to their needs.
Finally, don’t hesitate to seek external help and involve women already working in the field in your recruitment efforts. Having female students and professionals advocate for the program can significantly enhance its appeal and effectiveness.
