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AAVMC Iverson Bell Symposium Underrepresentation in Academe

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AAVMC Iverson Bell Symposium Underrepresentation in Academe

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    1. AAVMC Iverson Bell Symposium Underrepresentation in Academe—  Dimensions and Dilemmas March 12, 2009 Daryl E. Chubin AAAS Center for Advancing Science & Engineering Capacity American Association for the Advancement of Science

    2. AAVMC Iverson Bell Symposium 2009

    3. AAVMC Iverson Bell Symposium 2009 URMs account for 34% of 18-24 year olds in the United States and Asian Americans for 4% in that age group.

    4. AAVMC Iverson Bell Symposium 2009

    5. AAVMC Iverson Bell Symposium 2009 Although women represent a majority of degree recipients, as the level of degree increases in S&E, their representation declines.

    6. AAVMC Iverson Bell Symposium 2009 URMs are far less likely to earn natural science and engineering doctoral degrees than any other U.S. demographic group.

    7. AAVMC Iverson Bell Symposium 2009

    8. AAVMC Iverson Bell Symposium 2009 Students: Demographic composition Pre-college academic preparation Access to higher education—cost reduces diversity College Environment: Intervention programs—add-on to formal education Cultural competence of faculty—teaching diverse students Structural support—climate, career information, mentoring

    9. AAVMC Iverson Bell Symposium 2009 Focus on Veterinary Medicine (Vet Med)

    10. AAVMC Iverson Bell Symposium 2009 Dilemma: Veterinary Medicine (Vet Med) Eighteen-year look (1989-2007) at total enrollment in U.S. schools of veterinary medicine hasn’t changed much by race/ethnicity. Has been consistent at: White ~ 90 % Asian/Pacific Islander ~ 2 % URM ~ 6 % However, the percent of women enrollment has been steadily increasing from 59.1% in 1989 to 77.7% in 2006. In addition, women make up about 80% of total URM in Vet Med Schools. (field, % women in 1987 to % women in 2005): Medicine, 33.1% to 48.9%; Dentistry, 26.3 to 44.5%; Pharmacy, 59.7% to 67.4%. (Source, CPST, data derived from NCES, Digest of Education Statistics, 2007 and earlier editions)(field, % women in 1987 to % women in 2005): Medicine, 33.1% to 48.9%; Dentistry, 26.3 to 44.5%; Pharmacy, 59.7% to 67.4%. (Source, CPST, data derived from NCES, Digest of Education Statistics, 2007 and earlier editions)

    11. AAVMC Iverson Bell Symposium 2009 Prof Degree Conferred: 1997 & 2005, % Women Health Field 1997-98 2005-06 Vet Med 65.6 % 77.4 % Medicine 41.6 % 48.9 % Dentistry 38.2 % 44.5 % Optometry 53.4 % 59.1 % Osteopathy 36.6 % 47.2 % Podiatry 29.6 % 45.0 % Pharmacy 67.3 % 67.4 %

    12. AAVMC Iverson Bell Symposium 2009 Prof Degree Conferred: 1997 & 2005, % URM Health Field 1997-98 2005-06 Vet Med 6.0 % 5.7 % Medicine 13.2 % 12.8 % Dentistry 8.3 % 10.6 % Optometry 7.4 % 7.1 % Osteopathy 7.8 % 8.1 % Podiatry 8.2 % 21.6 %* Pharmacy 10.1 % 12.9 %

    13. AAVMC Iverson Bell Symposium 2009 The percent of women who received a doctorate in 2006 in: Engineering = 20.2%, Veterinary Medicine = 47.4% (Source: CPST, data derived from the NSF, Survey of Earned Doctorates, 2006)The percent of women who received a doctorate in 2006 in: Engineering = 20.2%, Veterinary Medicine = 47.4% (Source: CPST, data derived from the NSF, Survey of Earned Doctorates, 2006)

    14. AAVMC Iverson Bell Symposium 2009 Employed Persons in Select Occupations by Sex and Race/Ethnicity, 2007 (numbers in thousands)

    15. AAVMC Iverson Bell Symposium 2009 Solution: How to Promote Participation If You Can’t Target Students from Underrepresented Groups Provide undergrad research experiences for underrepresented students Network with faculty in institutions with significant minority enrollment Link to special programs Advertise opportunities through professional societies Talent scout among own undergrads Offer financial support Survey the climate of departments and the institution Encourage learning communities Mentor, advise, role-model, etc.

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    17. AAVMC Iverson Bell Symposium 2009 Solution: Study Interventions to Understand What Works Display/share the research base for STEM interventions (mostly social & behavioral sciences) Distinguish research from evaluation, intervention studies from “best practice” Two national conferences (2007-08)—both NIH-sponsored, the first planned by an NAS committee Introduce NIH & NSF grantees to one another, while showcasing social & behavioral science work 3rd Understanding Interventions Conference, May 7-9, 2009, Bethesda, MD More info at www.understandinginterventions.org

    18. AAVMC Iverson Bell Symposium 2009 Solution: Needed Research on Interventions (Some Illustrative Ques.) What are the reasons for differential attrition from STEM BS & graduate programs? What is the impact of international students on the participation of US citizens? Where do new women PhDs go, especially women of color? Why do some URMs excel to the PhD—evidence for self-efficacy, participation in multiple interventions along the pathway, nurturing undergraduate environments, graduate mentoring? Who is recruited where after completing the PhD—and is early completion (<6 years) a de facto requirement to be competitive for top university faculty positions? Why has women’s participation in Vet Med increased while faculty has not diversified?

    19. AAVMC Iverson Bell Symposium 2009 Preliminary Conclusions on Big Questions Is S&E losing talent? Yes, even among students on portable fellowships. The professions (medicine, law, business) are more attractive/lucrative, with high retention despite cost to students. Is the NSF “broader impacts” criterion a lever for intervention? In some cases, but it is applied unevenly, reducing the reach to those underserved in STEM. Do institutions try to adapt proven models? Not really. Even well-documented programs are treated as anomalies. Are the data compelling? Not yet, since we lack longitudinal data on “cumulative effects” of interventions on career outcomes. What is the effect of the legal challenges to diversify? There is a backlash against affirmative action playing out at the state level. Targeted programs are scarce in public institutions.

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    21. AAVMC Iverson Bell Symposium 2009 Solution: Strategies for Changing Academic Culture From zero-sum game to “plus factors”—the need to keep score: Research and teaching, no “excellence” without equity, technical and “soft” (professional) skills—not versus Need for critical mass (context-specific, students and faculty), affinity groups, & mentoring Measure dimensions of participation: access, excellence, advancement, role models

    22. AAVMC Iverson Bell Symposium 2009 Solution: Think Like Scott E. Page “One cause of our inability to create a science of innovation has been the unfortunate assumption that ability is the sole driver of innovation. We tend to believe that if we want innovation then we need smarter people. That premise, though grounded in solid intuition, omits what may be the most powerful force for innovation—diversity.” source: The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools and Societies, Princeton University Press, 2007

    23. AAVMC Iverson Bell Symposium 2009 More Scott E. Page “But what is diversity? Most people think of diversity in identity terms—differences in race, gender, ethnicity, physical capabilities, and sexual orientation. For an economy, the relevant diversity is not external. It resides in people’s heads.” Source: “Diversity as Innovative Ability”

    24. AAVMC Iverson Bell Symposium 2009 Chubin’s Recent Writings That Elaborate on Above “Underrepresentation in the Real World,” Science and Engineering Ethics, v. 15, February 2009: 7-10 http://springer.r.delivery.net/r/r?2.1.Ee.2Tp.1irF7D.Bxcae6..N.GsvK.37M4.BBMEbO00 “Making a Case for Diversity in STEM Fields,” Inside Higher Ed, Oct. 6, 2008 http://www.insidehighered.com/views/2008/10/06/chubin (with S.M. Malcom). “Educating Generation Net—Can U.S. Engineering Woo and Win the Competition for Talent?” Journal of Engineering Education, v. 97, July 2008: 245-257 (with K. Donaldson, L. Fleming, and B. Olds). NACME Data Book—2008 Update. Commission on Professionals in Science and Technology, http://www.nacme.org/databook/ (with L. Frehill). “Voices of the Future: African American PhDs in the Sciences,” In R.J. Burke and M.C. Mattis, eds., Women and Minorities in Science, Technology, Engineering and Mathematics: Upping the Numbers. Edward Elgar, 2007: 91-100. “The New Backlash on Campus,” College and University Journal, v. 81, Fall 2006: 65-68 http://www.aaas.org/news/releases/2006/images/1026chubin.pdf (with S.M. Malcom).

    25. AAVMC Iverson Bell Symposium 2009 Thank you! To continue the conversation. . . Daryl E. Chubin, Ph.D. dchubin@aaas.org

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