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