University of MichiganNational Center for Institutional Diversity STEM Intervention Research...

University of Michigan—NationalCenter for Institutional Diversity

STEM Intervention Research Symposium

Understanding STEM Interventions to Broaden Participation:

From Conference to Community

Daryl E. Chubin, Ph.D.

Director, AAAS Capacity Center

American Association for the Advancement of Science

September 22, 2011

The Problem—Participation in STEM Education• White men dominate the aging American science and engineering

workforce.

• Even though women now make up more than half of all undergraduates, far fewer of them pursue STEM majors and earn STEM degrees compared to their male counterparts .

• Both African-Americans and Hispanics earn significantly smaller numbers of STEM degrees (especially advanced degrees) compared to their share of the population.

• Non-U.S. citizens earn three times as many STEM master's degrees and four times as many STEM doctoral degrees at U.S. institutions as all other minority groups combined.

Sources: NSF, 2011; NCES, 2009; 2010

2

2006 U.S Population and U.S. Science and Engineering Workforce by Race/Ethnicity

U.S. Population

White, 67.4Asian, 4.4

Black, 12.5

Hispanic, 15

American Indian, 1

S&E Workforce

White, 74.5

Asian, 16.4

Black, 4.0

Hispanic, 4.7

American Indian, 0.4

(URMs = >33% College-Age US Pop)URMs = 28.5% Total US Population

URMs = 9.1% US S&E

3Source: The National Academies, Expanding Underrepresented Minority Participation, Sept. 2010

Demographic Highlights: Timeline

• 2011- Over 1/3 of U.S. college-age populationare those minorities under-represented in STEM

• 2023 - More than half of all U.S. children will be minority

• 2042 - Minorities will be the new majority

• 2050 - Minorities will account for 54% of U.S. population, which is expected to total 439 million

- 1 in 3 people will be HispanicSource: The National Academies, Expanding Underrepresented Minority Participation, Sept. 2010

4

Degrees in S&E: As degree level increases, women’s and URMs’ share of degrees decreases. At each level, these groups are less likely to earn degrees in S&E.

Figure 3-1. Percent of U.S. Citizen and Permanent Resident Women and Under-Represented Minorities at Each Degree Level, 2005-06

56.3%

48.9%

54.7%

35.6%33.7%

26.1%

6.0%8.2%

12.7%16.2%17.7%18.3%

0%

10%

20%

30%

40%

50%

60%

All bachelor'sdegrees

S&E bachelor'sdegrees

All master'sdegrees

S&E master'sdegrees

All doctorates S&E doctorates

Women Under-represented minorities

Source: CPST, data derived from National Science Foundation, Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1995-200 6.

5

Proportion of S&E Degrees

Racial/Ethnic Group Representation:U.S. Population, Undergraduates, Faculty in 4-Year Institutions

Sources: U.S. Census Bureau, Population Estimates Program; U.S. Department of Education, National Center for Education Statistics IPEDS and NSOPF; University Leadership Council analysis, all 2008.

Racial/Ethnic Group

U.S. Population

Under-graduates

Faculty

All Fields Education

Engineer-ing

Human-ities

Life Sci.

Physical, Math and

Comp ScisProf. Fields

Social Sci.

Native American

1% 1% 0% 1% 0% 0% 0% 0% 0% 0%

Asian/ Pacific

Islander4% 6% 9% 5% 24% 5% 11% 16% 11% 5%

Black 12% 12% 5% 7% 4% 5% 3% 4% 6% 7%

Hispanic 14% 10% 3% 4% 2% 4% 2% 3% 2% 5%

White 67% 68% 81% 81% 68% 85% 82% 77% 79% 82%

6

Context for Interventions: The Problem Thread*

• Who participates in STEM—education to workforce—and who does not . . . and why?

• How can institutions of higher education improve academic success and career advancement, i.e. utilization of talent?

• How does Federal policy help/hinder?

*Credo of AAAS Capacity Center

STEM Interventions, Sept. 22, 2011

Understanding Interventions Conferences—History

• Origin:

o 2006 NIGMS grant to NAS to organize a workshop, to inject training program proposals with rigorous research & evaluation designs.

o 2007 (inaugural conference: Washington, DC)

• Conferences:

o 2008 (through ASCB, Atlanta, GA)

o 2009 (through ASCB, Bethesda, MD)

o 2011 (through LIU-AAAS, Nashville, TN)

• Outputs:

o Three Reports on Understanding Interventions That Broaden Participation in Research Careers, www.understandinginterventions.org


Conference Objectives2007 NRC Workshop

• Promote the use of hypothesis-based approaches

• Familiarize biomedical scientists with the social, behavioral, & economic sciences knowledge base

• Equip attendees with some approaches, methodologies, & tools for conducting interventions research

• Develop a community of scholars

2008 Conference

• Foster a multi-disciplinary community of scholars

• Disseminate interventions-related research within the social, behavioral, & economic sciences

• Focus plenaries, symposia, & poster sessions on:

• funding, collaborations, & publishing

• methodologies, tools, & approaches

• investigative studies on training, mentoring, career choice

• Emphasize the “how” over last year’s “what”


WELCOME & OVERVIEW—

State of the Community

Anthony L. DePass

Long Island University-Brooklyn

American Society for Cell Biology

Daryl E. Chubin

American Association for the American Advancement of Science

Bethesda, MD

May 7-9, 2009

3rd Annual Conference onUnderstanding Interventions that Broaden Participation in Research Careers

MORE THAN A CONFERENCE . . .

A COMMUNITY


What’s New In The Program For The 3rd Conference?

• Workshops

• Posters (n=68)

• Exhibits (n=12)

• Increased breadth of topics

• More time for discussion


Who’s Here?

• Over 250 registrants

• One-quarter life scientists, one-fifth social scientists

• Over half in STEM PhD-granting institutions

• 35 graduate students

• A majority are first-time attendees


Motivations for Attending

From pre-conference survey (60% response rate):

• Colleague/mentor told me about it (37%)

• Learn about effective program design strategies (16%)

• Network with colleagues (15%)

• Hear latest basic research findings (15%)

• Find ways to evaluate/measure outcomes (14%)

• Meet potential collaborators (13%)


Is There a Pony in Here for Me?—A Sample of Expectations

• Interact with my federal grant program director

• Find new REU sites for summer research

• Learn new ways to promote my program

• Exchange contact information with at least 10 potential collaborators

• Understand approaches that actually result in more students completing STEM programs

• Ways to assess which students are more inclined to careers in research rather than medical/health practice


Expectations (cont.)• Learn basic research that I can explain to physical scientists

trying to increase diversity in their field

• Meet more people involved in training minorities in behavioral and social sciences

• Develop a small group of colleagues that I will keep in contact with and use as resources

• Get ideas to bring back to NSF about how we can better facilitate broader participation

Provide a continuing forum for integrating research, evaluation, and program

implementation communities


“This community has established a knowledge base that demonstrates the need for hypothesis-based approaches that would inform the design, implementation, and evaluation of programs . . . and foster a community of scholars whose work and expertise could be used in such pursuits.”

Chubin, DePass, & Blockus, 2010


What We Need To Be A Real Community

• Self-identification

• Ongoing interaction (electronic, in-person)

• Sponsored support

• Intervention science

• Professional rewards

• Specialized journal(s)

• Institutional transformation

• Systemic change


WELCOME & OVERVIEW

Anthony L. DePassLong Island University-Brooklyn

Daryl E. ChubinAmerican Association for the Advancement of Science

Nashville, TN

May 26-28, 2011

4th Conference onUnderstanding Interventionsthat Broaden Participation in Research Careers

Planning Committee MembersCo-chairs:

Anthony L. DePass, LIU-Brooklyn

Daryl E. Chubin, AAAS Capacity Center

David Asai, Howard Hughes Medical Institute

Martin M. Chemers, UC-Santa Cruz

Andre Churchwell, Vanderbilt University

Emorcia Hill, Harvard Medical School

Julie Hudson, Vanderbilt University

Judith Iriarte-Gross, Middle Tenn State Univ.

Barry Komisaruk, Rutgers University

Richard McGee, Northwestern University

Lou Muglia, Vanderbilt University

Arie Nettles, Vanderbilt University

Michael Nettles, Education Testing Service

Marc Nivet, Assoc. of Amer. Med Colleges


Clifton Poodry, NIGMS

Laura Robles, California State University

Ex-officio:

Kellina Craig-Henderson (NSF-SBE)

Claudia Rankins (NSF-EHR)

Conference Planning Team:

Carleta Joseph (LIU), Sabira Mohamed

(AAAS), Jean Rosenberg

What’s New about the 4th Conference?

A University/Campus Host:

• Vanderbilt University Office of Inclusion and Health Equity

Science and Medicine:

More Tailored Sessions to Various Community Constituents

A Diversity of Sponsors:

• American Association of Medical Colleges

• Educational Testing Service

• Howard Hughes Medical Institute

• National Institutes of Health (NIGMS)

• National Science Foundation

AAAS-Long Island University Partnership


Who’s Here?

• Over 185 registrants

• 28% life scientists, 22% social scientists

• 60% in STEM PhD-granting institutions

• 62% are first-time attendees

• 40% faculty; 25% administrators; 9% grad students; 26% other


Motivations for Attending

From pre-conference survey (n=94; 58% response rate; multiple responses permitted):

•Learn about effective program design strategies (77%)

•Network with colleagues (75%)

•Hear latest basic research findings (70%)

•Find ways to evaluate/measure outcomes (68%)

•Meet potential collaborators (55%)


The Closing Plenary—A “Talk Back” Discussion about the Future

• Growing the community

• Identifying needs & strategies

• Transforming research & practice

• Future directions, including: • moving from “ad hoc” to “going concern” (my words)

• preserving coherence while serving a range of disciplines, institutions, & priorities , e.g., address all segments of the STEM pathway or focus on undergrad workforce


Concepts Spurring Greatest Research Interest among Interventions Conference Participants

• Stereotype threat

• Critical mass

• Self-efficacy


Lessons . . . and How to Act on Them

• A cadre of kindred spirits has been identified

• Disciplinary association meetings do not address the needs

• Communities such as “UI” cut against the grain of professional recognition

• The knowledge base is increasingly robust, but not reaching the “right” audiences—disciplinary, policy, and practice-oriented

• All segments of the pathway must be addressed as a system—a network of programs exists, yet piecemeal approaches persist (due to funding, time limits, accountability)

• Context matters—one size does not fit all


Interventions & Evaluation—An Agenda of Research, Policy, & Practice

Research to establish cause‑effect v. Outcome measures to determine program success

Explanation/understanding v. Accountability (to sponsor & participants)

Inform policy/practice v. Inform program/project design

Modify academic culture to support success of all students


Where Law & Research/Policy Differ—A Challenge to Scholars

• What is morally virtuous–proportional representation—is legally a non‑starter: all depends on context, mission, data, and more

• Compositional change v. Conduct of inclusion–clash of mission/mandate & rewards for certain behaviors (“visible” v. “enacted” diversity)


Origins: Operate on the Context, not just the Content

2004: To help guide program staff & university counsels in interpreting the Grutter and Gratz Supreme Court rulings . . .

2008: Sloan- and NSF-funded project (AAAS-AAU) to identify effective STEM programs & practices for students & faculty that are also legally sustainable

See http://www.aaas.org/publications/books_reports/standingourground/


AAAS-AAU Diversity And Law Project

• Handbook on Diversity and the Law: Navigating a Complex Landscape to Foster Greater Faculty and Student Diversity in Higher Education, available at:

http://php.aaas.org/programs/centers/capacity/publications/complexlandscape/PDFs/LawDiversityBook.pdf

• Handbook Summary and Highlights, available at: http://php.aaas.org/programs/centers/capacity/documents/LawDiversity_SUMMARY.pdf

• Workshops for Counsels and Academic Leaders: Boston (Sept. 2011) & Houston (Dec. 2011)


AAAS Capacity Center at a Glance

• Origin: Established as a science & engineering human resource development consulting service August 2004 with 3-year, $400K grant from Sloan Foundation to AAAS (www.aaascapacity.org)

• Mission: Through nationally-calibrated research & technical assistance in examining programs & outcomes, foster institutional capacity to . . .

recruit, enroll, & support STEM students diversify the faculty change programs, structures, & attitudes

• Clients/Sponsors: Institutions of higher education, corporations, federal agencies, & non-profits (e.g., Harvard-PRISE, HP-Teaching with Technology, LSU-LA STEM, NSF-BPC, NSF-DUE, NSF -STC, Washington-CAEE, NACME, WEPAN, Florida, Purdue, Virginia Tech)

. . . focus on research, education, and institutional climate


Thank you!

Daryl Chubin, Ph.D., Director

[email protected]

AAAS Capacity Center

www.aaascapacity.org

Building Capacity, Sept. 23, 2011

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