1. Lessons learned from programs for URM scientists What is the problem? What do we need to know to develop and implement better programs? Anthony L. DePass PhD Associate Dean for Research Long Island University-Brooklyn

2. The Problem Tenured/Tenure track faculty at top 50 departments (The Nelson Diversity Surveys) WhiteBlackHispanicNative Am. Chemistry1497 (91.2%) 18 (1.1%)22 (1.3%)3 (0.2%) Physics1715 (86.3%) 12 (0.6%)38 (1.9%)1 (0.05%) Math1764 (84.7%) 19 (0.9%)55 (2.6)3 (0.1%) Comp Sci.1032 (77.5%) 4 (0.3%)17 (1.3%)0 Psychology1481 (90.2%) 44 (2.7%)54 (3.3%)5 (0.3%) Biology3232 (88.9%) 37 (1.0%)69 (1.9%)4 (0.1%)

3. S&E doctorates awarded to U.S. citizens and permanent residents, by field and race/ethnicity: 1997–2004 Field and race/ethnicity19971998199920002001200220032004 All S&E18,39318,25717,56717,11416,34615,51215,71515,721 White13,82814,00413,71913,44312,76011,91312,02412,018 Asian a 2,5292,1351,9321,7061,6171,6161,5111,491 Black615644715710703685664746 Hispanic658754722729674724741715 American Indian/Alaska Native 79961148873707361 Other/unknown race/ethnicity b 684624365438519504702690 NSF- http://www.nsf.gov/statistics/wmpd/graddeg.htm

4. Implications Diversity of the scientific workforce Underutilization of domestic potential for highly skilled/educated segment of the workforce Resource allocation Disparities in health and quality of life

5. Proposed Solutions Increase representation at the highest levels (PhD) Fund interventions at various levels in the pipeline

6. Approach Intuitive but not investigative Goal focused on predetermined outcome without much credit given to “productive diversions” Little consideration of broader context of factors involved in career choices Little research evidence that link activities to objectives Non standard evaluation measures and techniques with no organized means for dissemination No systematic identification of best practices and training of program directors Lack of employment of scholarship in the development of programs

7. Considerations Are goals and objectives appropriate and/or realistic? Training model? Definition of professional success Factors outside of academic accomplishments that determine “success” Inherent “hostility” of the “successful working environment” and its impact on retention Pedigree system and its impact based on where minorities are trained Allocation of resources (based on predictors) that miss the mark on broadening participant pool (grades vs access) The growing sex divide

8. S&E doctorates awarded to U.S. citizens and permanent residents, by field and race/ethnicity: 1997–2004 Field and race/ethnicity19971998199920002001200220032004 All S&E18,39318,25717,56717,11416,34615,51215,71515,721 White13,82814,00413,71913,44312,76011,91312,02412,018 Asian a 2,5292,1351,9321,7061,6171,6161,5111,491 Black615644715710703685664746 Hispanic658754722729674724741715 American Indian/Alaska Native 79961148873707361 Other/unknown race/ethnicity b 684624365438519504702690 NSF- http://www.nsf.gov/statistics/wmpd/graddeg.htm

10. Racial/ethnic distribution of S&E bachelor's degrees awarded to U.S. citizens and permanent residents, by field: 1995–2004 (Percent) Field and race/ethnicity199519961997199820002001200220032004 White All fields78.577.476.575.673.772.972.271.470.7 S&E75.974.873.572.570.569.769.268.567.8 Black S&E7.47.78.08.28.68.7 8.8 Hispanic All fields5.96.26.56.77.37.47.57.67.7 S&E5.96.26.56.87.37.47.57.6 American Indian/Alaskan Native All fields0.6 0.7 S&E0.50.6 0.7 NSF- http://www.nsf.gov/statistics/wmpd/graddeg.htm

11. Paradigm Shift Move towards hypothesis based investigative approach –Funding mechanism –Incorporation of relevant expertise (economics and the social, behavioral and computational sciences) –Developing and sustaining a relevant community of scholars Greater interaction between programs at the administrative level Emphasis on measurable outcomes and institutional impact

12. End