Diversity and Inclusion G. X. Tessema PD NaFI Division of Materials Research

new ideas often come from new ways of thinking … smithsonian.com  July 14, 2014

Outline: Physics & Diversity Why? Implicit Bias Checklist APS and AVS Recognitions PREM Supplemental Programs at NSF CLB ROA AGEP-GRS Being a Rotator at NSF

Members of underrepresented groups US Population Members of underrepresented groups A rapidly growing segment of the population Significantly underrepresented in science & engineering Promoting diversity expands talent pool

to Underrepresented Minorities Percentage of Degrees to Underrepresented Minorities 2010-2012 average Average of 2010, 2011 and 2012 Data is collected from the IPEDS Completion Survey by Race. The IPEDS data represent a 3-year average for the bachelor, master and doctoral degrees for the three most recent years data is available. MS&E has lowest figures: Bachelors is at 8.7% vs Physics 8.6%, Masters is 5.7% vs Physics 8%, PhD is 3.3% vs Physics 6.6% Although: data collected from different methods. APS used IPEDS Completion Survey vs we used ASEE University survey data. Credit: APS/Source: IPEDS Completion Survey

Diverse groups produce…. more feasible and effective solutions to problems (Cox, 1993; McLeod, 1996) better, more defensible decisions (Nemeth, 1985; 1995) more innovation in teams (Kanter, 1983) Ack. Jo Handelsman NSF ADVANCE

Bias in Evaluation Implicit bias toward a group Non-conscious hypotheses/stereotypes, often about competence Lack of critical mass a greater reliance on implicit bias Few women & minorities in sciences Accumulation of disadvantage Small bias in same direction has large effect over time Very small differences in treatment can have major consequences in salary, promotion and prestige (Valian, 1998)

127 biologists, chemists & physicists Six top research universities 2012 study of scientists 127 biologists, chemists & physicists Six top research universities Sent participants a student description Randomly assigned name “Jennifer” or “John” Questions about student Hire as lab manager? Competent? Provide mentoring? Salary? Moss-Racusin, C.A., J.F. Dovidio, V.L. Brescoll, M.J. Graham, and J. Handelsman. 2012. Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences. 109(41): 16474-16479.

Examples of Bias & Implicit Bias When shown pictures, evaluators overestimated the height of men and underestimated the height of women even given reference points. Biernat, et al. When asked to attribute contribution of skill and luck to successful performances, evaluators attributed men’s success more to skill and women’s success more to luck. Deaux and Emswiller

Implicit biases are… Widely culturally shared Founded on stereotypes All people, even members of underrepresented groups, hold implicit biases about these groups People are often not aware of them Applied more under circumstances of: Lack of information Stress from competing tasks Time pressure Lack of critical mass Fiske (2002). Current Directions in Psychological Science, 11, 123-128.

Examples of Bias & Implicit Bias Gender: The Impact of Blind Auditions Based on audition records of 14,000 individuals & rosters of orchestras from 1970-1996: Audition data show use of a screen increases probability that a woman will advance from preliminary rounds by 50% Roster data show switch to blind auditions accounts for 30% of increase in proportion of women among new hires Goldin & Rouse (2000) The American Economic Review, 90, 4, 715-741.

Ways to Mitigate Evaluation Bias (1) Increase awareness of how implicit biases might affect evaluation (2) Decrease time pressure and distractions in evaluation process (3) Rate on explicit criteria rather than global judgments (4) Point to specific evidence supporting judgments Bauer & Baltes, 2002, Sex Roles, 47 (9/10), 465-476 Please incorporate (3) & (4) in your discussions

Some Diversity and Inclusion Ideas Do I support and encourage women/minorities/people-with-disabilities to follow their interests in terms of education and career path? Do I mentor women more junior, and seek advice from women more experienced? Do I double-check and ensure I am fairly assessing all applicants for new positions, promotions, etc.? Do I include underrepresented groups in lunches, gatherings, and technical discussions? Do I listen to the opinions of underrepresented group in meetings and do I show support for (some/many of) their ideas? Do I help ensure that our work space and rules accommodate needs? Do I nominate women for awards/recognitions? Do I suggest underrepresented groups as invited speakers, co-organizers, etc.?

The Partnership for Research and Education in Materials (PREM) Program … to address the pipeline of under-represented minority materials scientists… The Division of Materials Research (DMR) seeks to broaden participation in materials research and education by stimulating the development of long-term, collaborative partnerships between minority serving institutions and DMR-supported groups, centers, institutes, and facilities.

Supplemental Funding Career-Life Balance (CLB) Research Opportunity Awards (ROA) for faculty at predominantly undergraduate institutions Alliances for Graduate Education & Professoriate (AGEP) Graduate Student Supplement Graduate Student Supplement for Veteran Research Experiences for Undergraduates (REU) for sites and supplements

Career-Life Balance (CLB): Flexibility no-cost extensions or temporary suspensions of NSF awards due to family leave flexible start dates for NSF awards supplements for additional personnel to sustain research when principal investigators are on family leave flexible postdoctoral fellowships to accommodate dual-career placements options for remote panel participation local child care recommendations for panelists instructions for panelists describing family-friendly practices While we are a research division, we do fund special projects on diversity. Here are activities. We are encouraging participation in the AGEP program, which will now fund projects focused on disciplines – e.g. materials science. We especially are encouraging our centers and facilities, as well as professional societies.

Alliances for Graduate Education & Professoriate (AGEP) To increasing numbers of underrepresented minorities (URMs) entering / completing science, technology, engineering, and mathematics (STEM) graduate education and postdoctoral training to levels representative of the available pool Minorities: African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians and other Pacific Islanders AGEP program supports development, implementation, study & dissemination of innovative models & standards of graduate education & postdoctoral training designed to improve URM participation, preparation and success While we are a research division, we do fund special projects on diversity. Here are activities. We are encouraging participation in the AGEP program, which will now fund projects focused on disciplines – e.g. materials science. We especially are encouraging our centers and facilities, as well as professional societies.

AGEP‐Grad. Research Supplement (GRS) Support for a new doctoral student who is a United States citizen, national, or permanent resident Requirements a mentoring plan signed by PI An explanation of how proposed doctoral candidate and project will serve to broaden participation Must have a current active MPS research award – note instrumentation acquisition awards, REU awards and large awards governed by cooperative agreements are not eligible A letter signed by PI of Alliances for Graduate Education and the Professoriate (AGEP) award or legacy award, certifying that proposed Ph.D. student is or will be a beneficiary of AGEP infrastructure

Thank you!

Women Faculty in Physics Source Data: http://www.aip.org/statistics

Examples of Bias & Implicit Bias Race: The Evaluation of Identical CVs “Jamal” had to send 15 resumes to get a callback, compared to 10 needed by “Greg” “Greg” yielded as many more callbacks as an additional eight years of experience for “Jamal” The higher the resume quality, the higher the gap between callbacks for “Greg” and “Jamal” Jamal Greg Bertrand & Mullainathan (2004) Poverty Action Lab, 3, 1-27.

Evaluation of Fellowship Applications “…the success rate of female scientists applying for postdoctoral fellowships at the [Swedish Medical Research Council] during the 1990s has been less than half that of male applicants.” Wenneras & Wold (1997) Nature, 387, p. 341 Women had to be 2.5 times more productive to receive the same competence score. Similar findings: GAO report on Peer Review in Federal Agency Grant Selection (1994); & European Molecular Biology Organization Reports (2001) *Cited by Richard Zare, Stanford chemistry professor and former NSB chair, editorial in 5/15/06 Chemistry and Engineering News

Women Students in Physics NSF-NIH Survey of Graduate Students & Postdoctorates in Science and Engineering Will try and find a graph of Physics Faculty members by Gender Credit: APS/Source: IPEDS Completion Survey

Einstein on Diversity