to broaden participation Preparing for Academic Careers in the Geosciences Workshop 2013 Raj Pandya Why is diversity important to science Think about why is it important to scientists people who use science people who fund science ID: 712187
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Slide1
Inclusive science: strategies to broaden participation
Preparing for Academic Careers in the Geosciences Workshop 2013
Raj PandyaSlide2
Why is diversity important to science?
Think about why is it important to scientists, people who use science, people who fund science.Slide3
Signs of disconnect
P
erformance on international tests
Enrollment in STEM
Minority participation
P
ublic understanding
Politicization
Unrealized researchSlide4
Why is enhancing diversity especially relevant for the geosciences?Slide5
[1] Chart made from data at National Science Foundation, Division of Science Resources Statistics. 2010
Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1997–2006.
Detailed Statistical Tables NSF 10-300. Arlington, VA. Available at
http://www.nsf.gov/statistics/nsf10300/
.
PhDs in Atmospheric Sciences by Race/Ethnicity and Citizenship
US citizens - majority
Temporary Residents
US citizens from under-
Represented groupsSlide6
Kate Golden/Wisconsin Center for Investigative JournalismSlide7
Victor H. Rivera-Monroy and Robert R. TwilleySlide8
8
“
Cold is what makes my language, my culture, my identity. What am I going to do without cold?
”
Oscar Kawagley, Yup
’
ik
Jay Dickman, National GeographicSlide9
Drought in the Sahel
Held
et al
, 2005. Slide10
Why is Diversity so hard?
What about science makes it hard to attract and advance students from historically underrepresented groups?Slide11
Biases that may be shared
Faculty participants rated the male applicant as significantly more competent and
hireable
than the (identical) female
applicant
Moss-
Racusin
, C. A.,
Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474-16479.Letter writers were more likely to use “communal” words when describing female applicants and “agentic” terms when describing male applicantsMadera, J. M., Hebl
, M. R., & Martin, R. C. (2009). Gender and letters of recommendation for academia: Agentic and communal differences. Journal of Applied Psychology, 94(6), 1591.Slide12
Why?
Communication
Acronyms, jargon and, “low-context”
Culture
unfamiliar
practices and divergent
values
Relevance
Are science questions aligned with community priorities? Slide13
Our scientific power has outrun our spiritual power. We have guided missiles and misguided men.
Marin Luther King, Jr.Slide14
What has worked?Slide15
Design Principles (not à la carte)
Institutional
leadership
Targeted
recruitment
Engaged
faculty
Personal
attentionEnriched research experienceBridging to the next levelContinuous evaluationSlide16Slide17
w
ho does the question come from?
s
cientist-inspired
c
ommunity-inspired
d
oes it require
community participation?
yes
requires data
yes
requires data and knowledge
no
scientist-led science
push education & application
contributory science
is science already available to answer the question?
pull e & a
community-directed science
no
yes
research question
does it require community participation?
yes
no
co-created science
p
ush e & a
by doing
collaborative science
p
ull e & a
by doingSlide18
Solutions-oriented
Multidisciplinary
Inclusive
Participatory
Community- Inspired ScienceSlide19
Managing Meningitis in the SahelSlide20
Accept Bias and build processes to negate bias
“Blind
auditions increased the probability that a woman would advance from preliminary rounds by 50 percent
.”
Rouse and
Goldin
, American Economic Review, 2001Slide21
Implicit Association Tests
Introduced in 1998 to measure automatic associations
Most people who take the test “prefer” the following associations
Young and good
Euro-American and good
Thin and good
Females and Liberal Arts
Males and Science
Career and MalesFamily and FemalesStraight and goodAssociations may be counter to self-efficacye.g. African-Americans also hold negative associations about African-Americans, though at a lessor rate than other groups. Associations may differ from stated beliefs, values, or actionsExposure is the antidoteSlide22
What are willing you try?
What institutional goals can you build on?
What examples have you seen that work?
Who can help you?
What connections do you have to diversity?Slide23
Inclusion, not diversity
Diversity is who does our science, inclusion is about what science questions we ask, how we answer them, and who we work with. Slide24
rpandya@agu.org