the situation of women and minorities in mathematics: a civil rights issue
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The situation of women and minorities in mathematics: A civil rights issue. Ivelisse Rubio Department of Computer Science University of Puerto Rico, Río Piedras. Speech delivered on August 28, 1963, at the Lincoln Memorial, Washington D.C. Martin Luther King, Jr. - PowerPoint PPT PresentationTRANSCRIPT
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The situation of women and minorities in mathematics: A civil rights issue
Ivelisse RubioDepartment of Computer ScienceUniversity of Puerto Rico, Río Piedras
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Martin Luther King,
Jr.
Speech delivered on August 28, 1963, at the Lincoln Memorial, Washington D.C.
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“… 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
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“… 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
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“… 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
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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.
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“ … 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
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Education is "the civil rights issue of our generation"
Arne Duncan, Education Secretary, USA Today, July 26,2010
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"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
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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
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“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
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“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
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“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
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Outline
Statistics Some Thoughts Examples of Programs More Statistics Success Stories Conclusion
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5% 3%
0%
14%
78%
Hispanic
Black
Native American
Asian American/Pacif ic Islander
White
PhD’s in Mathematics1989-2008
8% Underrepresented minorities
15%
12%
1%
4%
68%
US Demographics2007
28% Underrepresented minorities
Ethnicity of US Citizen/Permanent Residents
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Demographics of US Citizen/Permanent Residents (Projections)
19%
13%
1%
7%
60% Hispanic
Black
Native American
Asian American/Pacific Islander
White
27%
13%
1%
10%
49%2030
2060
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Gender of US Citizen/Permanent Resident PhD’s 1989-2008
27%
73%
FemaleMale
PhD’s 1989-2008
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Ethnic Representation
0
2
4
6
8
10
12
14
16
Black Hispanic Native American
Percentage Population 2007
Bachellors 1989-2006
PhD's 1989-2008
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Ethnic & Gender Representation
0
10
20
30
40
50
60
Women Underrepresented Minorities
Percentage Population 2007
Bachellors 1989-2006
PhD's 1989-2008
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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.
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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”
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Examples of successful programs or projects aimed at finding and cultivating the talent of women and underrepresented minority populations.
EXAMPLES OF PROGRAMS
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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:
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Advancing Hispanics/Chicanos and Native Americans in science
Annual Conference
Student Presentations
Grad School and Fellowship opportunities
Talks
Networking and mentoring
SACNAS Conference
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Student presentations
Mentoring and networking
Information about graduate school
Nebraska Conference for Undergraduate Women in Mathematics
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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
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Infinite Possibilities
promote, educate, encourage and support minority women interested in mathematics and statistics
Every 2 years
Hosted by Math Depts or institutes
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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
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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 Program
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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
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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
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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
Summer Program
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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 ProgramDepartment of Mathematics, University of Iowa
Graduate Program
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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
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More data…
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Number of Bachelors Degrees 1989-2006
0
200
400
600
800
1000
1200
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 2000 2001 2002 2003 2004 2005 2006
Black Hispanic Native American
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Number of PhD’s 1989-2008
0
5
10
15
20
25
30
35
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Black Hispanic Native American
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Number of Female PhD’s 1989-2008
0
50
100
150
200
250
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Women
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SUCCESS STORIES
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Babatunde OguntimeinSummer Program: RUSIS, NSF/SBE Summer Research
Undergraduate Institution: University of Maryland-Baltimore CountyMajor: Financial Economics and Mathematics
Graduate Institution: Clemson UniversityDegree 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. .”
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Laura SmithSummer Program: AMSSI
Undergraduate Institution: Western Washington UniversityMajor: 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.“
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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 CollegeMajor: Mathematics (Physics minor)
Graduate Institution: Rice University Degree obtained: MS, PhD in statistics
Assistant Professor at Harvey Mudd
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Ashley CrumpSummer Program: SMI, EDGE
Undergraduate Institution: Howard UniversityMajor: Mathematics
Graduate Institution: Princeton University Program for Applied and Computational MathematicsDegree 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. ”
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Rachelle DeCosteSummer Program: EDGE
Undergraduate Institution: Connecticut CollegeMajor: Mathematics
Graduate Institution: University of North Carolina, Chapel HillDegree 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. “
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Beverly GonzalezSummer Program: RUSIS, MTBI
Undergraduate Institution: University of IllinoisMajor: Mathematics
Graduate Institution 2: Brown UniversityDegree 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.”
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Luis A. MedinaSummer Program: SIMU
Undergraduate Institution: University of Puerto Rico, HumacaoMajor: Mathematics
Graduate Institution 2: Tulane UniversityDegree obtained: PhD in Computational Mathematics
Postdoc: Rutgers
Assistant Professor, UPR, Rio Piedras
“SIMU has been one of the most important
and pleasant experiencesof my life. It was an important step toward the completion of my Ph.D.”
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Leobardo RosalesSummer Program: SIMU
Undergraduate Institution: University of California,San DiegoMajor: Mathematics
Graduate Institution: StanfordDegree 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. "
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Benjamin MorenoSummer Program: AMSSI
Undergraduate Institution: Cal Poly PomonaMajor: Mathematics
Graduate Institution: Arizona State UniversityDegree 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."
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Huimei DelgadoSummer Program: SMI at Cornell
Undergraduate Institution: University of the PacificMajor: Mathematics and Economics
Graduate Institution: Cornell UniversityDegree 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."
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Roberto Ramon Rodriguez Summer Program: AMSSI
Undergraduate Institution: North Carolina State UniversityMajor: Mathematics and Economics
Graduate Institution: Applications submitted to MIT, Stanford, Duke, NC State, and University of North Carolina – Chapel HillDegree 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.”
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Brandilyn StiglerSummer Program: SIMU
Undergraduate Institution: New Mexico State UniversityMajor: BS - Mathematics (Minors: computer science and Spanish)
Graduate Institution: New Mexico State University, Virginia TechDegree 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.”
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