PREP workshop on Emerging Scholars
Programs
PREP workshop on Emerging Scholars
ProgramsWashington, DC
18 July 2008Angela Johnson
Washington, DC18 July 2008
Angela Johnson
You can download this presentation at:
http://faculty.smcm.edu/acjohnson/PREP/
You can download this presentation at:
http://faculty.smcm.edu/acjohnson/PREP/
Making the case for a programEvaluating the first yearLonger-term evaluationExpanding your program
Making the case for a programEvaluating the first yearLonger-term evaluationExpanding your program
Who I amWho I am
MASPSMESP
MASPSMESP
Making the caseMaking the case
Your ideas?Think also of the particular people
you must convince and how to tailor your arguments to them
Your ideas?Think also of the particular people
you must convince and how to tailor your arguments to them
Making the caseMaking the case
Diversity benefits math and science
Your institution’s track recordNational statisticsEquity arguments“It’s worked before”/“everybody
else is doing it
Diversity benefits math and science
Your institution’s track recordNational statisticsEquity arguments“It’s worked before”/“everybody
else is doing it
Good for math & scienceGood for math & science
The argument: A more diverse scientific workforce is more creative and energetic; more ideas to draw from
Corporate evidence: More diverse companies have greater profits and market share
The argument: A more diverse scientific workforce is more creative and energetic; more ideas to draw from
Corporate evidence: More diverse companies have greater profits and market share
Good for math & scienceGood for math & science
The argument: We have a great need for more mathematicians and scientists
Note, though, that ESP programs are about specific kinds of diversity--about increasing the participation of historically under-represented groups
The argument: We have a great need for more mathematicians and scientists
Note, though, that ESP programs are about specific kinds of diversity--about increasing the participation of historically under-represented groups
Your institution’s recordYour institution’s record
The argument: Our group of interest hasn’t performed as well in calculus (or in SEM majors) as the norm
And we can do something about this
Possible variables: calc completion rates, calc GPA, % receiving A or B in calc, majoring in math, completing math major, etc.
The argument: Our group of interest hasn’t performed as well in calculus (or in SEM majors) as the norm
And we can do something about this
Possible variables: calc completion rates, calc GPA, % receiving A or B in calc, majoring in math, completing math major, etc.
Your institution’s recordYour institution’s record
Our findings at SMCM: descriptive statistics “Between 2000 and 2004, 47% of Black,
Latino and American Indian students who enrolled in Calculus I did not complete the class; only 27% of White and Asian students did not.”
“Of students who completed the class, 47% of Black, Latino and American Indian students received a B- or above. In contrast, 78% of White and Asian students received a B- or above.”
Our findings at SMCM: descriptive statistics “Between 2000 and 2004, 47% of Black,
Latino and American Indian students who enrolled in Calculus I did not complete the class; only 27% of White and Asian students did not.”
“Of students who completed the class, 47% of Black, Latino and American Indian students received a B- or above. In contrast, 78% of White and Asian students received a B- or above.”
Your institution’s recordYour institution’s record
At CU Boulder: statistical modeling. After controlling for preparation and financial need, Black, Latino & American Indian students were less likely to graduate in science than White & Asian students (Johnson, 2007a).
See what data your office of institutional research can give you
At CU Boulder: statistical modeling. After controlling for preparation and financial need, Black, Latino & American Indian students were less likely to graduate in science than White & Asian students (Johnson, 2007a).
See what data your office of institutional research can give you
National statisticsNational statistics
The argument: Our group of interest is under-represented among practicing scientists & mathematicians
So let’s encourage more of themThis approach worked at CU
Boulder.
The argument: Our group of interest is under-represented among practicing scientists & mathematicians
So let’s encourage more of themThis approach worked at CU
Boulder.
National statisticsNational statistics
The National Science Foundation has volumes of data
The NSF data can be disaggregated by major, gender, race and US citizenship
Examples: all natural science majors (careful: “Science” includes the social sciences; I had to back them out of the science rates)
The National Science Foundation has volumes of data
The NSF data can be disaggregated by major, gender, race and US citizenship
Examples: all natural science majors (careful: “Science” includes the social sciences; I had to back them out of the science rates)
2004 college grads2004 college gradsAll 2004 college grads
2004 science grads
White 70.7% 67.5%
Asian 6.4% 11.2%
Black 9.0% 8.1%
Latino 7.7% 6.4%
American Indian
.7% .7%
Data retrieved from www.nsf.gov/statistics/nsf07308/content.cfm?pub_id=3633&id=2, 1 March 2007, tables 4, 5 & 6
2004 PhD completers2004 PhD completers
All fields Sciences
White 77% 77%
Asian 7.3% 10.2%
Black 7.0% 3.3%
Latino 4.6% 4.0%
Amer Ind .5% .4%
Data retrieved from www.nsf.gov/statistics/nsf07308/content.cfm?pub_id=3633&id=2, 1 March 2007, tables 10, 11, & 12
2003 PhD scientists2003 PhD scientists
Women Men
White 18.4% 52.8%
Asian 5.2% 17.2%
Black 1.4% 1.6%
Latino .9% 1.9%
American Indian
.1% .3%
Data retrieved from www.nsf.gov/statistics/wmpd/employ.htm, 1 March 2007, table H-7
The good newsThe good news1997 S&E grad students
2004 S&E grad students
All women 40% 42%
Asian 2.5% 2.9%
Black 2.7% 3.1%
Hispanic 1.8% 2.5%
American Indian
.2% .2%
Data from www.nsf.gov/statistics/wmpd/sex.htm, Tables D-2 & D-3, retrieved 20 Feb 2007
The bad newsThe bad news
African American, Latino and American Indian students are less likely to graduate in science than similarly prepared White and Asian students (Huang, Taddese & Walter, 2000, http://www.nsf.gov/statistics/seind04/c2/c2s2.htm#c2s2l2bp3)
At CU Boulder: This pattern persists among declared science majors after controlling for financial need and preparation (Johnson, 2007a)
African American, Latino and American Indian students are less likely to graduate in science than similarly prepared White and Asian students (Huang, Taddese & Walter, 2000, http://www.nsf.gov/statistics/seind04/c2/c2s2.htm#c2s2l2bp3)
At CU Boulder: This pattern persists among declared science majors after controlling for financial need and preparation (Johnson, 2007a)
Equity argumentsEquity arguments
Which leads to the next argument: Institutional barriers still exist and hinder the advancement of students of color
Which leads to the next argument: Institutional barriers still exist and hinder the advancement of students of color
Equity argumentsEquity arguments
Making this argument by analogy to women in science:
2006 report, National Academies Even after controlling for productivity
and the significance of their work, women faculty members are paid less, promoted more slowly, given fewer leadership positions, and awarded fewer honors than their male colleagues.
Making this argument by analogy to women in science:
2006 report, National Academies Even after controlling for productivity
and the significance of their work, women faculty members are paid less, promoted more slowly, given fewer leadership positions, and awarded fewer honors than their male colleagues.
Executive summary, Beyond Bias and Barriers, available at http://www.nap.edu/catalog/11741.html, under “download free”)
National Academies reportNational Academies reportWomen are not as good in math
Girls and boys perform the same in high school now
Only a matter of time--not enough qualified women
“Women’s representation decreases with each step up the … hierarchies,” even in fields with lots of women for the past 30 years
Executive summary, Beyond Bias and Barriers, available at http://www.nap.edu/catalog/11741.html, under “download free”
National Academies reportNational Academies reportWomen faculty are less productive
Women’s productivity is now comparable to men’s
Women take more time off due to children
Women take more time off early in their careers; over a lifetime, men take more sick leave than women
Executive summary, Beyond Bias and Barriers, available at http://www.nap.edu/catalog/11741.html, under “download free”
Equity argumentsEquity arguments
My own work documents the ways in which women of color face bigger obstacles than other science students (Johnson, 2007b; Carlone & Johnson, 2007)
My own work documents the ways in which women of color face bigger obstacles than other science students (Johnson, 2007b; Carlone & Johnson, 2007)
Equity argumentsEquity arguments
The argument: Certain groups have been historically excluded from math and science
Further: Those groups continue to have less access to high-quality education
Which means that some very able students have not yet been able to demonstrate their potential; with a little extra enrichment, they can do some very fine mathematics
The argument: Certain groups have been historically excluded from math and science
Further: Those groups continue to have less access to high-quality education
Which means that some very able students have not yet been able to demonstrate their potential; with a little extra enrichment, they can do some very fine mathematics
Ongoing inequitiesOngoing inequities
Schools are as segregated now as they were in 1967. (Kozol, 2005)70% of Black & Latino students attend
schools that are essentially segregated80% of White students attend schools that
are at least 85% white African American students start
kindergarten 1 year behind. By 12th grade they are 4 years behind. (Farkas, 2003)
Schools are as segregated now as they were in 1967. (Kozol, 2005)70% of Black & Latino students attend
schools that are essentially segregated80% of White students attend schools that
are at least 85% white African American students start
kindergarten 1 year behind. By 12th grade they are 4 years behind. (Farkas, 2003)
Equity argumentsEquity arguments
LBJ, 1965, Howard University: “You do not take a person who for years has been hobbled by chains and liberate him, bring him up to the starting line of a race and then say, ‘you're free to compete with all the others,’ and still justly believe that you have been completely fair. Thus it is not enough just to open the gates of opportunity. All our citizens must have the ability to walk through those gates .... We seek not...just equality as a right and a theory but equality as a fact and equality as a result.”
LBJ, 1965, Howard University: “You do not take a person who for years has been hobbled by chains and liberate him, bring him up to the starting line of a race and then say, ‘you're free to compete with all the others,’ and still justly believe that you have been completely fair. Thus it is not enough just to open the gates of opportunity. All our citizens must have the ability to walk through those gates .... We seek not...just equality as a right and a theory but equality as a fact and equality as a result.”
Equity argumentsEquity arguments
The argument: Racism still exists and affects the choices people make
Therefore, some students with great math potential may have been passed over or discouraged from pursuing math
The argument: Racism still exists and affects the choices people make
Therefore, some students with great math potential may have been passed over or discouraged from pursuing math
Equity argumentsEquity arguments
Résumés with Black-sounding names and excellent credentials received fewer responses than those with White-sounding names and adequate credentials
Bertrand & Mullainathan, 2004 (
http://www.povertyactionlab.org/research/papers/bertrand_mullainathan.pdf)
Résumés with Black-sounding names and excellent credentials received fewer responses than those with White-sounding names and adequate credentials
Bertrand & Mullainathan, 2004 (
http://www.povertyactionlab.org/research/papers/bertrand_mullainathan.pdf)
Equity argumentsEquity arguments
Subconscious bias Implicit Association test: 71% associate science
with men, 9% associate it with women.
To take the test: implicit.harvard.edu/implicit/demo/
For more info: www.projectimplicit.net/research.phpNosek, B. A., Smyth, F. L., Hansen, J. J., Devos, T., Lindner, N. M., Ranganath, K. A., Smith, C. T., Olson, K. R., Chugh, D., Greenwald, A. G., & Banaji, M. R. (2006). Pervasiveness and Correlates of Implicit Attitudes and Stereotypes.. Unpublished manuscript: University of Virginia.
Subconscious bias Implicit Association test: 71% associate science
with men, 9% associate it with women.
To take the test: implicit.harvard.edu/implicit/demo/
For more info: www.projectimplicit.net/research.phpNosek, B. A., Smyth, F. L., Hansen, J. J., Devos, T., Lindner, N. M., Ranganath, K. A., Smith, C. T., Olson, K. R., Chugh, D., Greenwald, A. G., & Banaji, M. R. (2006). Pervasiveness and Correlates of Implicit Attitudes and Stereotypes.. Unpublished manuscript: University of Virginia.
“It’s worked before”“It’s worked before”
Refer to the great evaluations on the bibliography
Make the case for how an ESP program will set your institution apart from its competitors
Refer to the great evaluations on the bibliography
Make the case for how an ESP program will set your institution apart from its competitors