1. Change, Flip, and Listen David Asai asaid@hhmi.org

2. Terminal Island

3. http://blogs.dailybreeze.com/history/files/import/46084-japanesefishermen.jpg Fish Harbor, Terminal Island

4. Sadaichi Asai (b. 1914)

6. Race matters

7. 1. …is a property of a group, and so can benefit a field that depends on groups. 2. …adds different perspectives, interpretations, tools. 3. …trumps ability when the problem is difficult and when there is a large number of problem-solvers. Scott Page, “The Difference,” 2007 Princeton University Press Diversity produces excellence

8. An Opportunity and a Challenge

9. Persons, in millions 2010 2050 Opportunity: increasingly diverse talent pool “Majority Minority”: All U.S. by 2042 18 yrs and younger by 2018

10. Challenge: we fail to take advantage of the diverse talent pool NSF data for 2006, from Expanding Underrepresented Minority Participation, National Academies, 2011. U.S. talent pool 28.5% URM Scientific workforce 9.1% URM

11. NSF WEBCASPAR (2000-05) US population undergrads science science baccalaureates PhDs Fraction who are Underrepresented Minorities (%) Undergraduate years are critical

12. G. Huang et al., 2000, Entry and persistence of women and minorities in college science and engineering education, US. Dept. Education, National Center for Education Statistics Complete Persist Switch Drop out URMs leave STEM 2X rate of whites and Asians

13. Three suggestions 1. Change the metaphor 2. Flip the formula 3. Listen to difference easy hard

14. 1. Change the metaphor (easy)

15. “Light at the end of the tunnel” “Domino theory” Metaphors can be powerful “Fiscal cliff” “Red zone”

16. http://www.sadeem.ae/Pipeline_at_Kuparuk.jpg “Pipeline”

17. David Marcy, Cal Lutheran

18. Administrator, HHMI High School University, B.S. Graduate school, Ph.D. Post-doc (x2) Professor (x2)

19. Many students today…. High school Community college Work Military Baccalaureate Next???

20. Watershed http://upload.wikimedia.org/wikipedia/commons/8/84/SAR_Map.jpg

21. Watershed Tributaries from many different sources, different environments, different pathways, different velocities. Boundaries between inputs are not always exact and can change with conditions. Outcomes are many and diverse.

22. STEM watershed Tributaries: – family-centric – transfer students – traditional Outcomes: – one touch – allied professions – specialists

23. 2. Flip the formula (medium difficulty)

24. STEM business model: 1. High interest – 40% of all entering freshmen 2. “Gateway” courses 3. Research 4. Focus on small number of outcomes – medicine or PhD -“weed out” 60% all, -“weed out” 80% URMs -expensive, -emphasizes selection

25. Flip the formula: Active learning is superior to “teach by telling” – Scott Freeman et al., 2014. Proc. Natl. Acad. Sci. Course-based research experiences (CREs) – scale – early – emphasize development of potential instead of selection of past accomplishments

26. Mycobacterium smegmatis GenBank HHMI SEA PHAGES course

27. Accomplishments: > 2,000 students at 73 schools (2013-14) students make scientific discoveries: – > 48,000 genes (865 novel genes), 9 new clusters – 82% of mycobacteriophage GenBank sequences contributed by SEA-PHAGES students – 17 publications (10 with undergrad co-authors) students do better in class students stay in science Jordan et al., 2014. mBio 5: e01051-13

28. www.hhmi.org/sea Goal: 5,000 students per year

29. Costs Apprentice-based summer research: $5,500 - $10,000 per student (excludes faculty salaries) SEA-PHAGES: approx. $200 - $250 per student for supplies, EM, sequencing (excludes salaries of faculty, TAs) Intro lab courses at 17 “very high” research universities: $56 per student (excludes salaries of faculty, TAs). Range: $10 - $337 per student.

30. $56. Flip the formula. Introductory courses = opportunity to make a difference

31. 3. Listen to difference (difficult) Practice, practice, practice

32. What’s important in mentoring? Byars-Winston, Benbow, Leverett, Pfund, Branchaw, Owen, 2013. Race Gender Talk about difference

33. Intent vs. Impact

34. http://www.warhw.com/wp-content/uploads/2010/11/PrivilegeMeans2.bmp

35. Faculty privilege

36. Biology 231 is the third course in our four-semester core curriculum for Biology majors. In addition, many pre-professional students from other majors, like XXXX, also take BIOL 231. Our course is a rigorous attempt to link molecular structure with biological function. We first focus on the macromolecules of the cell, including proteins, membranes, nucleic acids, and carbohydrates; in each case the message is that structure leads to function. We then discuss in quantitative detail the energetics of cell biology, including membrane potentials, the use of ATP in coupled reactions, the metabolism of glucose and oxidative phosphorylation to produce ATP, and photosynthesis. Then we put some of these pieces together, discussing in detail selected aspects of cell biology, including signal transduction, cotranslational insertion of membrane/secreted proteins, intracellular trafficking of membrane bounded organelles, and cell motility. All exams are answered with short essays or calculations (no calculators permitted!). The emphasis is on precise problem solving. For many, BIOL 231 proves to be the “weed-out” course. Our course is a rigorous attempt to link molecular structure with biological function. All exams are answered with short essays or calculations (no calculators permitted!). The emphasis is on precise problem solving. For many, BIOL 231 proves to be the “weed-out” course.

37. “Majority rules”

38. http://d1jrw5jterzxwu.cloudfront.net/sites/default/files/styles/article_header_image/public/article_media/changethemascotsign.jpg

39. http://www.nikkeiview.com/blog/wp-content/uploads/2012/02/PEKIN-CHINKS.jpg

40. Individual vs. group

41. http://thesocietypages.org/socimages/files/blogger2wp/Gender-SexismMath.png Identity defined by group

42. What’s in a name? “I’m not prejudiced”

43. 1. Unintended bias in the workplace…. Emily…Anne…Jill…Allison…Laurie…Sarah… Meredith…Carrie…Kristen…Todd…Neil… Geoffrey…Brett…Brendan…Greg…Matthew… Jay…Brad Aisha…Keisha…Tamika…Lakisha…Tanisha… Latoya…Kenya…Latonya…Ebony…Rasheed… Tremayne…Kareem…Darnell…Tyrone…Hakim… Jamal…Leroy…Jermaine M Bertrand and S. Mullainathan, 2004. Poverty Action Lab 3: 1-27.

44. 2. What about faculty? 6,500 faculty, 89 disciplines, 259 universities Email request to meet to discuss grad school: – Brad Anderson, Meredith Roberts – Lamar Washington, Keisha Thomas – Carlos Lopez, Gabriella Rodriguez – Raj Singh, Sonali Desai – Chang Huang, Mei Chen Whether faculty member agreed to meet “student” K.L Milkman, M. Akinoa, D. Chugh, 2014.

45. Faculty are biased too… Faculty ignored requests from women and minorities at a higher rate than requests from white males Response rate decreased with: – Higher-paying disciplines – Private elite universities Response rate the same regardless of race and gender of faculty respondent Milkman et al., 2014

46. 3. What about scientists? Application for lab manager position Fictitious male or female applicant Evaluations by lab PIs: – Competence – Hireability – Worthy of mentoring – Starting salary Moss-Racusin et al., 2012. Proc. Natl. Acad. Sci. USA 109: 16474-16479.

47. Scientists are biased too… Moss-Racusin et al., 2012. Proc. Natl. Acad. Sci. USA 109: 16474-16479

48. “This is for your own good.”

49. “mismatch hypothesis” “…as a result of the mismatching, many blacks and Hispanics who likely would have excelled at less elite schools are placed in a position where underperformance is all but inevitable because they are less academically prepared than the white and Asian students with whom they must compete.” Justice Clarence Thomas, 2013 concurring opinion, Fisher v. U Texas

50. http://sd.keepcalm-o-matic.co.uk/i/keep-calm-and-blame-the-victim.png

51. Testing the “mismatch hypothesis” M. Kurlaender and E. Grodsky. 2013. “Mismatch and the paternalistic justification for selective college admissions.” Sociology of Education 86: 294-310. University of California – Elite: Berkeley, San Diego, UCLA (30% acceptance) – Not-quite-elite: Davis, Irvine, Riverside, Santa Barbara, Santa Cruz (59% acceptance) 2004, “Guaranteed Transfer Option” (GTO) (2,300 students) 491 chose to attend elite campus

52. GPAs of GTO students statistically same as elite students. GTO students no more or less likely to drop out of elite schools. GTO students less likely to drop out than peers who chose non-elite schools. Mismatch effects no greater for minorities than for whites and Asians. Findings….

53. http://www.examiner.com/images/blog/wysiwyg/image/Sonia_Sotomayor(15).jpg “…And race matters for reasons that really are only skin deep, that cannot be discussed any other way, and that cannot be wished away. Race matters to a young man’s view of society when he spends his teenage years watching others tense up as he passes….Race matters to a young woman’s sense of self when she states her hometown, and then is pressed, ‘No, where are you really from?’….Race matters to a young person addressed by a stranger in a foreign language, which he does not understand because only English was spoken at home. Race matters because of the slights, the snickers, the silent judgments that reinforce that most crippling of thoughts: ‘I do not belong here.’” Schuette v. Coalition…(BAMN), 2014. Justice Sotomayor, dissenting

54. Race matters