The situation of women and minorities in mathematics: A civil rights issue Ivelisse Rubio Department of Computer Science University of Puerto Rico, Río Piedras

Martin Luther King, Jr. Speech delivered on August 28, 1963, at the Lincoln Memorial, Washington D.C.

“… One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. …” MLK August 28, 1963

… Now is the time to make real the promises of democracy. … “… Now is the time to make real the promises of democracy. … … Nineteen sixty-three is not an end, but a beginning. … … And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. …” MLK August 28, 1963

“… We can never be satisfied as long as our children are stripped of their self-hood and robbed of their dignity by signs stating: "For Whites Only." We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. …” MLK August 28, 1963 speech

Our full citizenship and economical access depends on math and science literacy. Access to quality education and therefore participation in leading roles in society depends on good mathematics preparation, among other things.

“ … freshman mathematics and science courses have all too often been burial grounds for the aspirations of minority students who enter college with the goal of majoring in engineering, or one of the sciences. …. Many of these students, moreover, dropped out of the University.” Uri Treisman, Lessons Learned from FIPSE Projects II - September 1993

Education is "the civil rights issue of our generation" Arne Duncan, Education Secretary, USA Today, July 26,2010

"The administration is dedicated to equity in education and we've been working very closely with the civil rights community to develop the most effective policies to close the achievement gap, turn around low performing schools and put a good teacher in every classroom," Justin Hamilton, Education Department spokesman, USA Today, July 26,2010

Civil Rights 1960’s  getting Blacks registered to vote  Voting is not for Blacks 2010’s  getting minorities math literate  Mathematics is not for women or minorities

“As I've said before, it has to do with the IQ of the minorities. They don't have what it takes to succeed in this society or educational system, dumbed down as it is.” Comment of a reader, USA Today, July 26, 2010

“Education reform? You mean not making blacks and Hispanics learn to read and write and forcing white kids to do the homework for those "less fortunate". Most high schools across the country graduate fewer than 50% of entering minorities and you think MORE MONEY to the teachers unions will fix that?? Right.....” Comment of a reader, USA Today, July 26, 2010

“No amount of money thrown at the education system will close the gap between blacks and other races that hold education higher. Blacks just don't get it” Comment of a reader, USA Today, July 26, 2010

Outline  Statistics  Some Thoughts  Examples of Programs  More Statistics  Success Stories  Conclusion

PhD’s in Mathematics % Underrepresented minorities US Demographics % Underrepresented minorities Ethnicity of US Citizen/Permanent Residents

Demographics of US Citizen/Permanent Residents (Projections)

Gender of US Citizen/Permanent Resident PhD’s

Ethnic Representation

Ethnic & Gender Representation

Some Thoughts  Reasons for underrepresentation ?  UPR, Humacao; female graduates continuing to graduate school before 1999, 3% (2/62) From 1999 to 2003, 32% (8/25) We need to do a better job identifying and cultivating the mathematical talent of women and in minority communities.

More thoughts…  Where are the minority students?  Are we all competing for the same students?  Harder to discover and develop talent  Do not lower the standards  Provide the opportunities and support  “The PI’s will encourage the participation of women and minorities”

Examples of successful programs or projects aimed at finding and cultivating the talent of women and underrepresented minority populations. EXAMPLES OF PROGRAMS

AMS Award: Mathematics Programs that Make a Difference  aim to bring more persons from under-represented minority backgrounds into some portion of the pipeline beginning at the undergraduate level and leading to advanced degrees in mathematics and professional success, or retain them once in the pipeline;  have achieved documentable success in doing so; and  are replicable models. Award to Programs that:

 Advancing Hispanics/Chicanos and Native Americans in science  Annual Conference  Student Presentations  Grad School and Fellowship opportunities  Talks  Networking and mentoring SACNAS Conference

 Student presentations  Mentoring and networking  Information about graduate school Nebraska Conference for Undergraduate Women in Mathematics

 Three-day weekend undergraduate math research conference furthering mathematics among African Americans  Presentations on current research by noted mathematicians  Student presentations on undergraduate research  Exposure to careers in mathematics  Discussion of graduate school issues  Direct contact with graduate school representatives The National Association of Mathematicians' Undergraduate MATHFest

Infinite Possibilities  promote, educate, encourage and support minority women interested in mathematics and statistics  Every 2 years  Hosted by Math Depts or institutes

 Every summer MTBI offers sequential research experiences for undergraduates and graduate students, most of whom come from underrepresented minority groups.  MTBI focuses on the field of applied mathematics, in particular on applications to the biological and social sciences, and provides research training and mentorship for students. Mathematical Theoretical Biology Institute (MTBI) Arizona State University Summer Program

 A seven-week program aimed at talented undergraduate students in the mathematical sciences  SUMSRI’s program is especially focused on, but not limited to, African Americans and other underrepresented minorities and women.  SUMSRI’s program goals are to encourage minority students and women to become mathematical research scientists. Summer Undergraduate Mathematical Science Research Institute (SUMSRI) Miami University Summer Undergraduate Mathematical Science Research Institute (SUMSRI) Miami University Summer Program

 Increase the number of Latinos/as and Native Americans earning graduate degrees and pursuing careers in the mathematical sciences.  Students participate in a mathematics seminar, attend a series of colloquium talks, complete an undergraduate research project, learn about the skills and techniques needed for research careers, and present their work at the SACNAS conference and the Joint Mathematics Meetings Summer Institute in Mathematics for Undergraduates Universidad de Puerto Rico, Humacao Summer Program

 Grant to host a MAA Student Research Program at their own campus over the summer  Aimed at minorities at critical points of their career  Providing mentoring in a challenging summer program  Make students more competitive Strengthening Underrepresented Minority Mathematics Achievement NREUP

 Increase the presence of women, with a special focus on women of color, in the upper ranks of mathematical scientists  Summer academic component and a mentoring component. Enhancing Diversity in Graduate Education (EDGE) Bryn Mawr College and Spelman College Enhancing Diversity in Graduate Education (EDGE) Bryn Mawr College and Spelman College Summer Program

 1995: University of Iowa made a long-term commitment to substantially increase the number of its US graduate students from underrepresented minority groups.  The program include a three- week intensive Summer Institute for incoming students, faculty mentoring for all students and peer mentoring at key points in the graduate career. Graduate Program Department of Mathematics, University of Iowa Graduate Program Department of Mathematics, University of Iowa Graduate Program

 The Department of Computational and Applied Mathematics (CAAM) at Rice University has been one of the most successful departments in the nation in mentoring and producing mathematical sciences doctorates drawn from underrepresented minority groups Department of Computational and Applied Mathematics (CAAM) Rice University GraduateProgram

More data…

Number of Bachelors Degrees

Number of PhD’s

Number of Female PhD’s

SUCCESS STORIES

Babatunde Oguntimein Summer Program : RUSIS, NSF/SBE Summer Research Undergraduate Institution : University of Maryland- Baltimore County Major: Financial Economics and Mathematics Graduate Institution: Clemson University Degree obtained : Masters of Arts – Economics “Before attending either of these programs, I was just going through the motions of college without any real direction. … I am convinced that without these programs I will not be where I am today both academically and career wise..”

Laura Smith Summer Program : AMSSI Undergraduate Institution: Western Washington University Major : Mathematics Graduate Institution 2: University of California, Los Angeles Degree obtained : PhD in progress (2012) “ I received my Bachelor's degree at a non- research oriented institution. … Without these opportunities, I would never have been accepted into the highly ranked program at UCLA.“

Talithia Williams “The EDGE program provided me with a cohort of women to navigate through graduate school with. They also connected me with very supportive professors who wanted me to graduate with a Ph.D. Their motivation and inspiration was second only to the Lord. Without His support, I would have quit long ago.” Summer Program : EDGE 2009 Undergraduate Institution : Spelman College Major: Mathematics (Physics minor) Graduate Institution: Rice University Degree obtained : MS, PhD in statistics Assistant Professor at Harvey Mudd

Ashley Crump Summer Program : SMI, EDGE Undergraduate Institution: Howard University Major : Mathematics Graduate Institution: Princeton University Program for Applied and Computational Mathematics Degree obtained : PhD in progress (2012) “My experience at SMI prompted me to challenge myself in my classes and solidified my decision to attend graduate school. Programs like EDGE and SMP have helped me to realize that real efforts must be made to have the face of science represent the changing face of America. ”

Rachelle DeCoste Summer Program : EDGE Undergraduate Institution: Connecticut College Major : Mathematics Graduate Institution: University of North Carolina, Chapel Hill Degree obtained : MS, PhD in Mathematics Postdoc: United States Military Academy, West Point Wheaton College, MA, Assistant Professor of Mathematics “ Rhonda Hughes was a huge support to me and encouraged me to continue my studies when it felt like I wasn't going to make it. Having her as a support system, both during my graduate career, and since then has been invaluable. “

Beverly Gonzalez Summer Program : RUSIS, MTBI Undergraduate Institution: University of Illinois Major : Mathematics Graduate Institution 2: Brown University Degree obtained : PhD in Biostatistics, in progress “I simply can not describe how grateful I am to have met these two professors (Dr. Carlos Castillo Chavez and Dr. Javier Rojo), to have taking advantage of what their programs had to offer and their mentoring, and to continue to meet so many wonderful people even to this day that do care about our success.”

Luis A. Medina Summer Program : SIMU Undergraduate Institution: University of Puerto Rico, Humacao Major : Mathematics Graduate Institution 2: Tulane University Degree obtained : PhD in Computational Mathematics Postdoc: Rutgers Assistant Professor, UPR, Rio Piedras “SIMU has been one of the most important and pleasant experiences of my life. It was an important step toward the completion of my Ph.D.”

Leobardo Rosales Summer Program: SIMU Undergraduate Institution: University of California, San Diego Major : Mathematics Graduate Institution: Stanford Degree obtained : PhD in Mathematics Postdocs: University of British Columbia, Rice “Before attending the SIMU summer program, I knew nothing of what it meant to go to graduate school … my older brother and I were the first even in our extended family to attend university. After my experience in SIMU … and encouraged by my mentors, particularly Dr Victor Moll … I was determined to enroll in a top graduate program. "

Benjamin Moreno Summer Program : AMSSI Undergraduate Institution: Cal Poly Pomona Major : Mathematics Graduate Institution: Arizona State University Degree obtained : Master's of Science, Molecular and Cellular Biology “… I am also looking for a PhD program to continue my education. The program's impact on my life is very clear for me: if I had not participated, I would not be aware of all of the career opportunities in scientific research."

Huimei Delgado Summer Program : SMI at Cornell Undergraduate Institution: University of the Pacific Major : Mathematics and Economics Graduate Institution: Cornell University Degree obtained : In progress “… I did not have the opportunity to learn about graduate programs until I attended SMI. Without SMI I most likely would never have applied for graduate school."

Roberto Ramon Rodriguez Summer Program : AMSSI Undergraduate Institution: North Carolina State University Major : Mathematics and Economics Graduate Institution: Applications submitted to MIT, Stanford, Duke, NC State, and University of North Carolina – Chapel Hill Degree seek : PhD in Computer Science “… I had no concept of how mathematics was actually used in research … I also had no intention of attending graduate school… helped me obtain my current research position at MIT Lincoln Laboratory. … I am now in the process of applying and returning to graduate school to receive a PhD in Computer Science. ”

Brandilyn Stigler Summer Program : SIMU Undergraduate Institution: New Mexico State University Major : BS - Mathematics (Minors: computer science and Spanish) Graduate Institution: New Mexico State University, Virginia Tech Degree obtained: MS, PhD in Mathematics Postdoc: Mathematical Biosciences Institute Assistant Professor, Southern Methodist University “ I was exposed to areas of mathematics that were inaccessible in my undergraduate institution. This helped foster a love for pure mathematics and a desire for the discovery process. Secondly, I was introduced to a lifelong community of mentors and peers.”