Collaboration Conference, Washington, D.C. October 21, 2010

Transcription

1 Collaboration Conference, Washington, D.C. October 21, 2010 Maryann Stimmer Linda Colón

2 Who does science?

3 BEFORE FERMILAB VISIT [20] A scientist is hard working, studious, detail-oriented, observant, intelligent, exacting, and patient. -Marisa, 7 th grader

4 Startling Statement Q: What percent of scientific demonstrations are carried out by boys when the teacher needs assistance in the classroom?

5 Startling Statement

6 Startling Statement

7 A: Women make up 24% of the faculty in STEM fields at US colleges and universities [5]

8 Startling Statement What percent of the members of the National Academy of Engineering are women?

9 In the past 11 years, the percent of women in the National Academy of Engineering has quadrupled: From 1% to 4% [6]

10 Q: What percent of women constitute the workforce? What percent held science and engineering jobs in 2009?

11 A: Women constitute 45% of the workforce in the US, but hold just 19% of science and engineering jobs in business and industry [8]

12 Q. Where did US 15-year-olds score on the 2006 PISA in math literacy?

13 A. U.S. 15-year-olds scored below average in mathematics literacy. Students in 23 countries had higher scores than US students. [12]

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15 Academic success of girls equals that of boys at high school and college levels. Most people men and women hold implicit biases about science. Women are likely to face discrimination in every field of science and engineering.

16 Different social pressures on boys and girls appear to have more influence on their motivations and preferences than their underlying abilities. Young people hold misconceptions about STEM work (that it s suited to isolated, asocial people).

17 Women perform worse than men on math tests if they are told that the test has shown sex differences in ability. But, if they are told there are no sex differences in test results, or that the test does not assess ability, they perform just as well as men. [14]

18 Students with low socioeconomic status on tests labeled as indicators of intellectual ability. White men on a test of mathematical abilities when reminded of Asian-American superior performance in mathematics. Asian women, when positively stereotyped for their ethnicity or race, performed well but worse when negatively stereotyped for being women.

19 Television commercials that evoked gender stereotypes caused women to under perform in math tests compared with men. [17] Women exposed to stereotypes in commercials showed less interest in STEM academic and vocational domains and greater interested in gender neutral domains (creative writing, linguistics). [18]

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23 The consequences of not addressing the underrepresentation of women in science is detrimental to the nation s competitiveness. Impediments to participation in STEM deprive the country of talented and accomplished people.

24 Most people think of a scientist as a person who is nerdy, studious, scholarly, and a person who is devoted to her job and doesn¹t have much of a personality or isn¹t very interesting. This is a stereotype and today just proves that scientists have lives, interests, hobbies, families and friends. I find that scientists are very, very interesting -Marisa AFTER FERMILAB VISIT [20]

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26 1. Tobin K. and Garnett, P.(1987). Gender Differences in Science Activities. Science Education 71: Markow, D., Ph.D and Moore, K., Ph.D. (2001). Progress Toward Power: A follow-up survey of children and parents attitudes about math and science, NACME Research Letter, Volume 9, Number Grigg, W., Lauko, M. and Brockway, D. (2006). The Nation s Report Card: Science 2005 (NCES ). U.S. Department of Education, National Center for Education Statistics, Washington, DC.: U.S. Government Printing Office 4. Consortium for Student Retention Data Exchange office at the University of Oklahoma Outreach. (2000) Member report 5. Day, J. Unnatural Selections: Why girls aren t choosing careers in science and technology. Minnesota Women s Press. August 23, cited in Cahn, S Gender Equity in Education: Is it soup yet?,

27 6. William Wulf, quoted in Determined to Reinspire a Culture of Innovation by Cornelia Dean, July 10, 2007, New York Times, pagewanted=2&ei=5070&en=cd1583dfa1eb876d&ex= Retrieved July 10, Nelson, DJ A National Analysis of Minorities in Science and Engineering Faculties at Research Universities, cheminfo.ou.edu/~djn/diversity/faculty_tables_fy07/07report.pdf 8. National Science Foundation, Division of Science Resources Statistics, Scientists and Engineers Statistical Data System (SESTAT). Women scientists and engineers and managers in business or industry Table: U.S. Labor Statistics: JOBS 2000 cited on the National Girls Collaborative Project website CNN Money statistic retrieved from magazines/business2/nextjobboom/

28 11. Congressional Commission on the Advancement of Women and Minorities in Science, Engineering and Technology Development Land of Plenty: Diversity as America s Competitive Edge in Science, Engineering and Technology. On National Center for Education Statistics. Highlights from PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context. pubsinfo.asp?pubid= National Academy of Sciences Beyond Bias and Barriers: Fulfilling the potential of women in academic science and engineering. Washington, DC 14. Spencer, SJ., Steele, CM., and Quinn, DM Stereotype Threat and Women s Math Performance. Journal of Experimental and Social Psychology. 35: Cohen G.L., Garcia, J., Apfel, N., and Master, A Reducing the Racial Achievement Gap: A social-psychological intervention, Science, Vol 313, 1.

29 16. National Academy of Engineering of the National Academies, Engineering Equity Extension Services. Change: Stereotype Effect; Causes, Effects, and Remedies 98b72da8aad70f da20053deaf/ b f00629a19/$FILE/Stereotype%20Threat %201-pager.pdf 17. Davies, PG, Spencer, SJ, Quinn, DM, and Gerhardstein, R Consuming images: How television commercials that elicit stereotype threat can restrain women academically and professionally. Personality and Social Psychology Bulletin 28(12): ) 18. Kray, LJ., Thompson, L., Galinsky, A Battle of the Sexes: Gender stereotype confirmation and reactance in negotiations. Journal of Personality and Social Psychology 80(6): As cited in National Academy of Sciences Beyond Bias and Barriers: Fulfilling the potential of women in academic science and engineering. Washington, DC 19. Ed Community website Draw_Scientists.pdf

30 20. Who s the Scientist? Website Johnson, J., Arumi, A.M., Ott, A., Hamill, M Reality Check 2006, Issue No.1: Are Parents and Students Ready for More Science?. Education Insights at Public Agenda.