Presentation on theme: "Diversity in Science and Biomedicine: Taking Names and Keeping Score Shirley M. Malcom, Ph.D."— Presentation transcript:
Diversity in Science and Biomedicine: Taking Names and Keeping Score Shirley M. Malcom, Ph.D.
DIVERSITY IN SCIENCE AND BIOMEDICINE Benchmarking Progress What Do We Measure How Many? What Proportion? What Level? Climate? Power? Trajectory? As Compared to What? As Compared to Whom?
DIVERSITY IN SCIENCE AND BIOMEDICINE Sources of Data
DIVERSITY IN SCIENCE AND BIOMEDICINE How Well Are You Doing? Georgetown University: Sciences Women Faculty vs. Womens Pool Biology >48% vs.44.7% Chemistry <25%vs.31.3% Computer Science <14%vs. 20.5% Mathematics <17%vs. 27.2% Physics >27%vs. 13.3% Psychology <47%vs.66.1%
Women in U.S. Academic Medicine, 2004-2005 50% of applicants to medical school 49% of first year students 49% of medical students 47% of graduates 42% of residents and fellows 32% of medical faculty 38% of assistant professors 27% of associate professors 15% of full professors http://www.aamc.org/members/wim/statistics/stats05/
Women in U.S. Academic Medicine, 2004-2005 18% of division/ section chiefs 11% of department chairs 45% of assistant deans 29% of associate and senior associate deans 10% of medical school deans
U.S. Medical Faculty by Gender and Rank AAMC Faculty Roster, May 2005
U.S. Women and Men Medical Faculty AAMC Faculty Roster, May 2005 Women Full-time Faculty Men Full-time Faculty
Percentages of Men and Women Medical Faculty (113,930) AAMC Faculty Roster,2005
Representation of Medical Women in Academic Medicine, 1977-2004 30% 48% M.D. Graduates M.D. Faculty Reference: Analysis in Brief, July 2005 The Changing Representation of Men and Women in Academic Medicine
Reference: Analysis in Brief, July 2005 The Changing Representation of Men and Women in Academic Medicine
DIVERSITY IN SCIENCE AND BIOMEDICINE Measuring Progress: Looking Beyond the Numbers MIT Study ADVANCE Field Differences
DIVERSITY IN SCIENCE AND BIOMEDICINE The Double Bind When both female and……
DIVERSITY IN SCIENCE AND BIOMEDICINE Barriers to Advancement Lack of Clear Policies Lack of Transparency Persistence of Attitudes (Men & Women) Inadequate Career Information Culture of Science Legal Challenges
DIVERSITY IN SCIENCE AND BIOMEDICINE Post-Adarand Pre-Michigan Decision
DIVERSITY IN SCIENCE AND BIOMEDICINE Post-Michigan Admissions policies and holistic review Everything else? Financial aid, outreach, targeted recruitment? Challenges by anti-affirmative action groups Failure of Administration to provide guidance except race-neutral alternatives
Legal Primer Federal Equal Opportunity Standards Titles VI, VII, IX, & ADA Equal Protection & Due Process Clauses Significant Federal Legal Opinions Grutter & Gratz, Bakke, & Adarand State-Based Equal Opportunity Standards CA, WA, FL, TX, MI Ongoing Federal Efforts SEEOA, NSF Criterion II, EEO Standards
DIVERSITY IN SCIENCE AND BIOMEDICINE Design Principles Mission Intent Target Population Program Character Context Evaluation & Research Faculty Recruitment & Retention Leadership
DIVERSITY IN SCIENCE AND BIOMEDICINE Structural Approaches Lessons learned from AGEP, ADVANCE, Packard Scholars
DIVERSITY IN SCIENCE AND BIOMEDICINE AAAS Capacity Center At a Glance Established August 2004 with 3-year, $400K grant from Sloan Foundation to AAAS STEM human resource development consulting service Provide institutions of higher education with nationally- calibrated research & technical assistance in examining programs & outcomes Foster institutional capacity to: recruit, enroll, & support students diversify the faculty
DIVERSITY IN SCIENCE AND BIOMEDICINE A Menu of Services Data on impact of percentage plans (access) & interventions (aimed at degree completion) How to conduct searches to diversify the faculty & administration Developing cultural competence among current faculty, staff, & students How to mainstream & institutionalize special (soft-money) programs Nurturing US student talent in the face of globalization
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