Vive la différence! - Division of Biological Sciences

Vive la différence! David Asai asaid@hhmi.org 3 P’s 1)  Perspec>ve 2)  Persistence 3)  Privilege 1) Perspec>ve Gordon Sato Manzanar Project http://www.ephrem.org/dehai_news_archive/2008/nov-dec08/att-0194/01-Nov21-ManzanarProject-500.jpg
Terminal Island Manzanar concentra0on camp http://www.forensicgenealogy.info/images/manzanar_historical_site.jpg
“Spam and canned spinach” Ansel Adams http://memory.loc.gov/pnp/ppprs/00300/00370v.jpg
Dorothea Lange http://commons.wikimedia.org/wiki/
File:Manzanar_Relocation_Center,_Manzanar,_California._Looking_south_from_this_War_Relocation_Authority_._.
_._-_NARA_-_538041.jpg
Manzanar Project http://www.asmera.nl/eritrea2003/massawa102506.jpg
http://www.naturefoundationsxm.org/education/mangroves/red_mangrove_illustration.gif
Diversity benefits science. Diversity…. 1. …..is a property of a group. Science depends on groups. 2. …..adds: (i) perspec>ve, (ii) interpreta>on, (iii) tools. Scien>fic breakthrough oSen results from a different approach, a different interpreta>on, and/or a different set of tools. 3.  ….trumps homogeneity and ability when: (i) hard problem, (ii) mul>ple ways to look at the problem; (iii) large set of problem-­‐solvers -­‐ ScoX Page, The Difference, 2007, Princeton University Press Opportunity: increasingly diverse talent pool 250.00 non-­‐Hispanic White 250 all minori>es 200.00 200 150 100.00 100 Persons, in millions 150.00 50.00 50 0.00 0 2010 2050 2010 2050 Challenge: we fail to take advantage of the diverse talent pool U.S. talent pool 28.5%
URM
Scien>fic workforce 9.1%
URM
White + Asian URM NSF data for 2006, from Expanding Underrepresented Minority Par8cipa8on, Na>onal Academies, 2011. 50%
dx/dt: achieving parity? 40%
30%
U.S. population
2100
20%
10%
Science Ph.D.s
1970
1990
2010
2030
2050
2070
2090
2110
2) Persistence Frac>on who are Underrepresented Minori>es (%) Undergraduate years are cri>cal 30 25 20 15 10 5 0 US popula>on undergrads science science baccalaureates PhDs NSF WEBCASPAR (2000-­‐05) Percentage of 2004 STEM aspirants who completed STEM degrees 45 40 35 30 25 20 15 10 5 0 white Asian American La>no Black Na>ve American 5-year completion
Data from Higher Education
Research Institute, UCLA
G. Huang et al., 2000. Entry and persistence of women and minori>es in college science and engineering educa>on. U.S. Dept. Educa>on, Na>onal Center for Educa>on Sta>s>cs
1.  Predictors of success in college 2.  5-­‐year outcomes of students entering STEM programs: – 
– 
– 
– 
Complete STEM baccalaureate in 5 years Persist in STEM discipline Switch to a non-­‐STEM discipline Drop out of school Persistence of undergrad STEM aspirants 50 45 40 35 30 Whites + Asians 25 URMs 20 15 10 5 0 Complete Persist Switch Drop out G. Huang et al., 2000, Entry and persistence of women and minori>es in college science and engineering educa>on, US. Dept. Educa>on, Na>onal Center for Educa>on Sta>s>cs 3) Privilege http://www.warhw.com/wp-content/uploads/2010/11/PrivilegeMeans2.bmp
On-­‐line privilege ‘I wish I were black’ and other tales of privilege
Angela Onuwuachi-Willig, The Chronicle of Higher Education, Oct 28, 2013
“To be white is to not think about it,” a white legal scholar named Barbara Flagg wrote two decades ago…..”
Lairdwilcox: It’s quite a job to claim the effects of discrimination
or even slavery 150 years ago give you special privileges for
access to college admission that you do not qualify for……
….makes you more deserving than Asian students whose ancestors were,
in fact, slaves under the Marxist-Leninist government of the People’s
Republic of China only 50 years ago, and yet they have extraordinary
grades ace all of the tests they take.
….It’s time for the race racket to come to an end and we all accept
responsibility for our abilities or lack of them.
Faculty privilege Biology 231 is the third course in our four-semester core curriculum for Biology
majors. In addition, many pre-professional students from other majors, like
XXXX, also take BIOL 231. Our course is
Our
a rigorous
course isattempt
a rigorous
to link
attempt
molecular
to
structure
link
molecular
with biological
structure with
function.
biological
We first
function.
focus on the macromolecules of the
cell, including proteins, membranes, nucleic acids, and carbohydrates; in each
case the message is that structure leads to function. We then discuss in
quantitative detail the energetics of cell biology, including membrane
potentials, the use of ATP in coupled reactions, the metabolism of glucose and
oxidative phosphorylation to produce ATP, and photosynthesis. Then we put
some of these pieces together, discussing in detail selected aspects of cell
biology, including signal transduction, cotranslational insertion of membrane/
secreted proteins, intracellular trafficking of membrane bounded organelles,
and cell motility. All exams are answered with short essays All
or calculations
exams are (no
calculatorswith
answered
permitted!).
short essays
The or
emphasis
calculations
is on(no
precise
calculators
problem
permitted!).
solving. For
The
many, BIOL
emphasis
is 231
on precise
proves problem
to be thesolving.
“weed-out”
For course.
many, BIOL 231 proves to be the
“weed-out” course.
“Majority rules” http://d1jrw5jterzxwu.cloudfront.net/sites/default/files/styles/article_header_image/public/article_media/changethemascotsign.jpg
…is deciding what’s best for others. “mismatch hypothesis” “…as a result of the mismatching, many blacks and Hispanics who likely would have excelled at less elite schools are placed in a posi>on where underperformance is all but inevitable because they are less academically prepared than the white and Asian students with whom they must compete.” Jus>ce Clarence Thomas, 2013 concurring opinion, Fisher v. U Texas Tes>ng the “mismatch hypothesis” M. Kurlaender and E. Grodsky. 2013. “Mismatch and the paternalis>c jus>fica>on for selec>ve college admissions.” Sociology and Educa>on. •  University of California –  Elite: Berkeley, San Diego, UCLA (30% acceptance) –  Not-­‐quite-­‐elite: Davis, Irvine, Riverside, Santa Barbara, Santa Cruz (59% acceptance) •  2004, “Guaranteed Transfer Op>on” (GTO) (2,300 students) •  Several hundred chose to aXend elite campus Findings…. •  GPAs of GTO students sta>s>cally same as elite students. •  GTO students no more or less likely to drop out of elite schools. •  GTO students less likely to drop out than peers who chose non-­‐elite schools. •  Mismatch effects no greater for minori>es than for whites and Asians. …is deciding who belongs. “A great scien,st looks like me”
http://theuglytruth.files.wordpress.com/2009/09/snow-white-mirror.jpg
White.jpg
http://disney-clipart.com/snow-white/jpg/Snow-White/Snow-
(Mirror, mirror, on the wall…) Geoffrey Beene
….is denying our bias. Orchestra>ng Impar>ality C. Goldin and C. Rouse, 2000.
The American Economic Review, 90 (4): 715-741.
http://performingarts.georgetown.edu/images/Orchestra1_2.jpg
Greg vs. Jamal M Bertrand and S. Mullainathan, 2004.
Poverty Action Lab 3: 1-27.
http://media.scout.com/Media/Image/45/450414m.jpg
http://www.theonion.com/content/node/46404
What about scien>sts? •  Applica>on for lab manager posi>on •  Fic>>ous male or female applicant •  Evalua>ons by lab PIs: –  Competence –  Hireability –  Worthy of mentoring –  Star>ng salary Moss-­‐Racusin et al., 2012. Proc. Natl. Acad. Sci. USA 109: 16474-­‐16479. Scien>sts are biased too… 5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 Male Female What can we do? High school – 4 yrs
Undergrad for B.S. – 4 yrs
Graduate school for Ph.D. – 4 yrs
Post-doc 1 – 1 yr
Post-doc 2 – 2 yrs
Tenure-track faculty position
1. Change the metaphor hXp://www.sadeem.ae/Pipeline_at_Kuparuk.jpg Watershed •  Inputs from many different sources, different environments, different pathways. •  Boundaries between stages are not clear. •  Outcome is huge (the ocean) and there are many different places for the water to eventually go. 2. Learn to talk about difference. hXp://img2-­‐2.>meinc.net/ew/i/2012/10/17/debate.jpg What’s important in mentoring? 90% 80% 70% 60% 50% Mentors 40% Mentees 30% 20% 10% 0% Gender Race Talk about diversity Byars-­‐Winston, Benbow, levereX, Pfund, Branchaw, Owen, 2013. 3. Set high expecta>ons. hXp://markblackspeaks.com/wp-­‐content/uploads/Goldfish-­‐Jump-­‐Out-­‐Of-­‐Bowl-­‐2-­‐expecta>ons.jpeg 1)  Perspec>ve 2)  Persistence 3)  Privilege Persistence Framework 1. Active learning in introductory courses
2. Early research experiences
3. Membership in learning communities