The Graduate School Experience for Women in Mathematics National Information –Read “Has the Women-in-Mathematics Problem been Solved? Allyn Jackson, Notices of the AMS, August 2004 Nebraska’s Story –Before and After Data –The environment for women as described by former students

Women Faculty in Mathematics Departments In 1991, Science magazine reported that the “top ten” U.S. mathematics departments had 303 tenured professors – 4 were women 17% of the Ph.D.s awarded in mathematics from 1982 – 1991 went to women In 2004, these “top ten” departments have about 300 tenured professors – 16 are women. 26% of the Ph.D.s awarded in mathematics from 1995 – 2003 went to women

Who awards Ph.D.s to Women in Mathematics? 20% of the Ph.D. granting departments awarded 47% of all Ph.D.s in mathematics. These 36 (of 178) departments awarded 60 or more Ph.D.s during the 8 year period, July 1995 – June –But only 21% of their Ph.D.s went to women – well below the national average of 26% –Only 4 of these 36 departments awarded more than 26% of their Ph.D.s to women Nebraska – 41.3% SUNY Stony Brook (AM) – 31.7% Maryland – 27.4% UC-San Diego – 27.3%

Nebraska’s Story Ancient History: –Prior to 1980, 4 women earned the Ph.D. –1980s, 23 men, 0 women earned the Ph.D. Starting in 1988: –An emphasis on recruiting women. –A new attitude: If you create a positive, supportive environment in which qualified people are expected to succeed, they will.

The Results Change takes time –1 woman received a PhD between Fall 1988 and May 1994 Last 9 Years –26 Ph.D.s awarded to women, 39 awarded to men –13 of last 26 Ph.D.s awarded to women

What Does it Take? A change in attitude (leadership is important) If you create a positive, supportive environment in which qualified people are expected to succeed, they will. –“At first I couldn’t imagine why they would have such confidence in me, when I had no confidence in myself, but gradually their faithful support wore down my stubborn streak, and I began to believe that I had the ability to succeed in graduate school.” A critical mass –“I have felt at home ever since I came to UNL … because being a female student in this department is nothing unusual … I don’t feel the pressure of having to represent my entire gender as an isolated female in a sea of male mathematicians.”

Comments From Former Students “It is the consistently supportive, encouraging environment that makes the department a success in all its endeavors to promote women in mathematics.” “The graduate school environment was incredibly supportive, due not only to direct faculty support of students, but also to a strong sense of community among the graduate students. Every graduate student in the program benefits from it.” “The environment in the department was wonderful for both women and men. Having a student body which resembles a random sampling of all people contributed to the positive atmosphere.” “I have two children, and the faculty of the department has always been flexible and understanding when designing my work schedules.”

Reflections From a Former Chair What are the secrets to our success? Job 1. We made it a priority to strengthen the graduate program, with an emphasis on recruiting women students. Focus on positive things. We created cash awards for the outstanding first year student, outstanding qualifying exam, outstanding GTA teacher. We provide funds for students to travel to national meetings. A supportive environment. We let students know that we believe they have the potential to be successful and that we want them to succeed. Everyone benefited. By focusing on the goal of being more successful at recruiting and retaining female graduate students, we have, in fact, made our program more successful for all students – male and female.

Two programs to consider Nebraska Conference for Undergraduate Women in Mathematics –February 4-6, 2005 IMMERSE (An anticipated MCTP award.) –Nebraska Intensive Mathematics: a Mentoring, Education, and Research Summer Experience