1. Catalyst: 9/8/10 1.In which year was had the highest percent of computer science degrees awarded to women? 2. Which majors awarded the majority of degrees to women in 2004? 3. What was the first year that women earned a majority of bachelor’s degrees in all fields overall?

2. Agenda: 9/8/2010 Learning Styles Inventory (1 st only) Learning Style Reflection (1, 2, 5, & 7) Minorities in science description Group brainstorming Group presentations* Homework: Be prepared to present tomorrow

3. Objectives The students will learn and be able to … – Understand the factors that affect the entry of women and minorities into science and math – Brainstorm problems with and solutions to under-representation of women and minorities in the sciences

4. Under-Represented Groups in Science Who is under-represented? Why is this a problem? What are the causes? How can we do to solve the problem? (Group presentation) Please divide your paper in 3 parts for the first 3 questions and take bullet-point notes. You will brainstorm answers to the 4 th as a group.

5. Notes- 9/8/10 Title:Under-Represented Groups in Science Who is under-represented? Why is this a problem? What are the causes?

6. Who is under-represented? Minority groups – 1999, only 15.7 percent of students enrolled in engineering undergraduate programs in the United States were members of minority groups. – In 2006, only 12% of engineering bachelors degrees and 18% of computer science degrees went to minorities – Blacks comprised 12.2% of the U.S. population, but only 7.2% of the U.S. medical school enrollment – Hispanics comprised 15.1% of the U.S. population, but only 7.8% of the U.S. medical school enrollment

7. Who is under-represented? Women – Despite generally better performance than males in high school, far fewer girls than boys enter college intending to major in a STEM field – Receive only 20 percent of all bachelor’s degrees in engineering and physics, and a decreasing numbers in mathematics and computer science

8. Why is this a problem? In technology fields, research has shown… Diversity increases competitiveness and innovation Diversity leads to better group decisions, creativity, and innovation, as people from different backgrounds bring different skills and ideas.

9. Why is this a problem? In the medical field research shows that… A diverse physician workforce helps decrease health disparities in minorities. physicians from communities of color are more likely to serve underserved, disadvantaged, and racial and ethnic communities. patients from minority groups prefer the care they received from physicians of the same racial and ethnic backgrounds.

10. Why is this a problem? It’s not a question of merit – High-Pressure tests such as the MCAT have been shown to be less accurate predictors of success in minority students and often lead to exclusion – Research shows that women in science fields are equally successful but leave because they feel unwelcome or they just haven’t fit in.

11. Why minorities may not choose science Women perceive STEM careers as incompatible with one of their core goals: Engaging in work that helps others Narrow perception of available career paths Active discouragement – a national survey conducted by the Bayer Corporation found that women and minority chemists and chemical engineers surveyed said they were discouraged from pursuing a STEM career at some point in their lives.

12. Reasons fewer minority students enter the sciences Unequal access to technology and curriculum Bias and stereotyping The perception of IT as a career for White males: the "computer geek" image

13. Reasons why minorities may leave the sciences Tokenism — A feeling that the student must change to fit in Non-inclusive practices. School, universities, and companies tend to re-create social inequality through organizational practices. Isolation. Because they are often “the only one,” isolation extracts a large toll on women and underrepresented minorities.

14. Reasons why minorities may not feel supported in the sciences Absence of role models Scarcity of mentors Lack of access to influential social networks Women and minority chemists and chemical engineers report encountering significant amounts of managerial bias, institution bias and lack of professional development and networking opportunities.

15. …and now it’s your turn Many American colleges now recognize a need to recruit and retain scientists from under- represented groups and spend large amounts of money studying how to do this… with mixed results At the same time, the practices of these institutions are often inhospitable to newcomers, despite these efforts. How would you build a science program that attracts and keeps talents female and minority scientists??

16. Your task In a group of 3-4, create a 2 minute presentation on how to encourage women and/or minority members to enter the science fields. Requirements: -You must address at least 4 obstacles listed in this presentation -You must explain why you think your suggestions will encourage students to join or remain in the sciences -You should feel free to come up with other potential obstacles and solutions

17. Summary of recommendations to increase girls’ achievement and interest in STEM fields Teach children that intellectual skills can be acquired. Praise children for effort. Highlight the struggle. Gifted and talented programs should send the message that they value growth and learning. Expose girls to successful role models in math and science. Set clear performance standards. Encourage girls to play with building toys and draw to develop their spatial skills. Science and engineering departments should actively recruit students. Emphasize broad applications of science and engineering in introductory courses. Review admissions policies Help girls recognize their career-relevant skills.

18. What works? Faculty addressing the issue of diversity: Have a commitment to students and to their success in STEM programs Respect and understand differences in background, preparation, career aspiration, learning style, etc. Are willing to try new approaches and strategies to ensure student success and persistence Are available and accessible Are passionate about doing science and serve as role models for students See students as partners in a larger community of learners on their campus

19. What works? The academic program serving student diversity: is flexible, with multiple entry points for students who come with diverse backgrounds, preparations, and career aspirations attends to quality and character of introductory courses, that they are pumps, not filters is shaped around research on how people learn makes science relevant to the lives of students, bringing real-world issues with local significance into on-campus learning.

20. What works? The institution tackling the issue of diversity: provides institution-wide support to ensuring the success of all students has a culture of mentoring– up/down/sideways: students/faculty/staff– so everyone is responsible for someone else's success works with neighboring high schools to ensure their students are better prepared for college encourages and rewards faculty engagement with the K-12 community provides critical financial support: for student scholarships (instead of loans); for student services (advising, counseling); for faculty and curriculum development; for small classes, learning communities; for technologies and other equipment recognizes that an informed campus community serves students most effectively signals its intent to ensure the success of all students in the institutional mission, as well as in policies and practices for design and review of faculty and program, for setting budgets.