Readings

Facilitation & safe space

Description: To discuss how can we create a safe and productive space for sharing personal narratives, the readings will cover facilitation skills, with a special focus on conversations around race. We will also begin to share personal experiences with the issues that will be explored throughout the semester, particularly, how race and gender have played a role in our participation in the sciences.

Classroom discussion: How can we create an environment that is respectful and comfortable for all despite our differences? How can we structure discussions so that we can challenge our views and perspectives in a constructive and nonthreatening way? What would you like to see in this space in order to feel encouraged to share your personal experiences?

Readings:

Race and gender

Description: This class is devoted to

  • familiarizing ourselves with different perspectives of gender and race by reading materials from the social and life sciences,

  • reading an article about a class similar to this taught here at Brown that began much of the discussion around these issues here

  • learn about data surrounding issues of representation, so that we are all well-equipped with the most up-to-date facts prior to diving in to more theoretical concerns.

Classroom discussion:

  • Review the concepts of essentialism and constructivism

  • How have these theories been applied to ancestry, race, gender, and sex?

  • What has caused feminists to distinguish between sex and gender?

  • What are the arguments for and against using race in scientific studies of population-level genome studies

  • Review and examine the results in [Rosenberg et al. (Science)] and the visualization in Figure 1 in this publication

  • What are the similarities and differences between the discussions about race and gender?

  • How do you define race and gender?

  • What are the main points you took away from the NSF report on participation in STEM?

Readings:

  • Mikkola, Mari. “Feminist Perspectives on Sex and Gender (Stanford Encyclopedia of Philosophy).” The Stanford Encyclopedia of Philosophy, June 21, 2018, 1–39. https://plato.stanford.edu/entries/feminism-gender/.

  • Morning, Ann. The Nature of Race, Univ of California Press, 2011.

  • Rosenberg, N A, J K Pritchard, J L Weber, H M Cann, K K Kidd, L A Zhivotovsky, and M W Feldman. “Genetic Structure of Human Populations.” Science 298, no. 5602 (2002): 2381–85. http://doi.org/10.1126/science.1078311.

  • Yudell, Michael, Dorothy Roberts, Rob DeSalle, and Sarah Tishkoff. “Taking Race Out of Human Genetics.” Science 351, no. 6273 (2016): 564–65. http://doi.org/10.1126/science.aac4951.

  • National Science Foundation. “Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017 Digest,” December 19, 2016.

  • Brown University Third World Center. “Social Justice Terms,” September 1, 2014.

General philosophy of science

Description: Our class discussion will center around

  • the concept of scientific objectivity

  • whether scientific objectivity is achievable or desirable, and

  • the practical implications of the readings for how science is, or should be, conducted and by whom.

Pre-class reflection:

  • Define scientific objectivity.

  • Briefly summarize the main theses of sections 2-4 of the "Scientific Objectivity" essay.

  • Summarize Kuhn's main thesis of how science evolves.

  • Summarize Longino's main thesis about the nature of science.

Classroom discussion:

    • What are the practical implications of the readings for how science is, or should be, conducted? Focus separately on:

      • Faithfulness to facts and its criticism, for instance by Kuhn and Longino

      • Value-free ideal (including impartiality, neutrality, and autonomy) and its criticism

    • Discuss the impact of the different theories and theses on (i) credibility of scientific research and (ii) the relationship between science and policy decisions

    • Does the scientific community allow for paradigm shifts and does it satisfy the criteria for transformative discourse?

    • What are the arguments for and against the necessity of a diverse scientific community?

Readings:

  • Reiss, Julian, and Jan Sprenger. “Scientific Objectivity .” The Stanford Encyclopedia of Philosophy, December 8, 2020, 1–3.

  • Kuhn, Thomas S. The Structure of Scientific Revolutions, University of Chicago Press, 2012.

  • Longino, Helen E. Science as Social Knowledge, Princeton University Press, 2020.

Additional reading (select at least two of the additional papers):

Feminist philosophy of science

Description: In this class we will discuss several theoretical arguments from feminist philosophers of science concerning the makeup of the scientific community and its ramifications for the authority of “objective” scientific inquiry. This day is meant to build upon the previous day's discussions of general theories in the philosophy of science by looking at how feminist scholars have responded to these problems with an eye to gender and other forms of difference. This will aid our analysis of the history and culture of science in the coming days by giving us the tools to look at these issues from a feminist analytical lens.

Classroom discussion: Definition of key concepts:

    • Standpoint Theory: Argues that all knowledge is socially situated

    • Feminist Empiricism: Argues that involving diverse groups of scientists is more likely to produce unbiased and objective results

    • Feminist Postmodernism: Questions universal claims about existence, nature, and powers of reason, progress, science, and language

Central Questions that we will focus on:

    • In standpoint theory, what is the difference between standpoints and perspectives?

    • What are the differences and similarities of feminist empiricism, postmodernism, and standpoint theory, in particular with respect to the issue of objectivity of science?

    • In which ways do these theories account for other identities that individuals, or groups of individuals, may hold?

    • What are the practical implications of these theories for the life, physical, and social sciences?

Pre-class reflection: Please read the essays on Dropbox with these questions in mind. For your pre-class reflection, focus on the following tasks:

  • Summarize the key theses of standpoint theory, feminist empiricism, and feminist postmodernism in 1-2 sentences each.

  • Formulate two questions you would like to discuss in class.

Readings:

  • Bowell, T. “Feminist Standpoint Theory.” Internet Encyclopedia of Philosophy, February 1, 2019. https://iep.utm.edu/fem-stan/.

  • Haraway, Donna. “Situated Knowledges: the Science Question in Feminism and the Privilege of Partial Perspective.” Feminist Studies 14, no. 3 (October 1, 1988): 575–99. http://doi.org/10.2307/3178066.

  • Harding, Sandra. “Rethinking Standpoint Epistemology: What Is ‘Strong Objectivity?’.” The Centennial Review 36, no. 3 (October 1, 1992): 437–70. https://www.jstor.org/stable/23739232.

  • Harding, Sandra G. The Science Question in Feminism, Cornell University Press, 1986.

How science developed

Description: We investigate how science developed, focusing on accounts of the people who developed it, paying special attention to who they are and how they are described in relation to the social circumstances of their time.

Classroom discussion: What are the key ingredients of “practicing science”? Whether, and to what degree, are Micronesian navigators and James Bay Cree hunters scientists? How do the viewpoints of Cree on the interplay between humans and nature differ from our Western view? How do these views of the world impact how we do science?

  • How universal is our definition of what science and scientific activity is?

  • What are alternative views on the world that impact our view on science, and how are these views represented, or not represented, in how we practice science today?

  • To what extent is lack of cultural competency a barrier to adequately understanding a scientific/social structure in general and in the readings?

  • How should we treat descriptive accounts of cultures or sciences that are not written by community members or practitioners themselves?

Pre-class reflection:

  • Recall the definitions of science and practical science given in the readings?

  • How would you define "science" and "scientific activity"?

  • Reflect on how the readings addressed the questions listed above.

Readings:

  • Goodenough, W H. “Navigation in the Western Carolines: a Traditional Science.” In The Postcolonial Science and Technology Studies Reader, edited by S Harding, 1–16, 2020.

  • Scott, C. “Science for the West, Myth for the Rest? The Case of James Bay Cree Knowledge Construction.” In The Postcolonial Science and Technology Studies Reader, edited by Sandra G Harding, 1–23, 2020.

  • Miner, Horace. Body Ritual Among the Nacirema, Irvington Pub, 1993.

  • Koskinen, Inkeri. “Where Is the Epistemic Community? on Democratisation of Science and Social Accounts of Objectivity.” Synthese 194, no. 12 (December 2017): 4671–86. http://doi.org/10.1007/s11229-016-1173-2.

  • Ludwig, David. “The Objectivity of Local Knowledge. Lessons From Ethnobiology.” Synthese 194, no. 12 (December 2017): 4705–20. http://doi.org/10.1007/s11229-016-1210-1.

The scientist identity today

Description: This class will focus its discussion on the "scientist identity today" an. Is “scientist” an identity? How does claiming or rejecting this identity interfere or strengthen other identities? What are the stereotypes of being a scientist and how do they interact with other stereotypes? Do scientists have a culture? Is this culture western/white/male/cis or reflective of who is in the community? Do we think of ourselves as scientists?

Classroom discussion:

  • Science vs Scientist Identity

    • How do we define identity? Is it static or dynamic?

    • How do you define the term scientist? Is it a profession or a viewpoint or …?

    • Explore the difference between “Doing science” vs. “Being a scientist”

  • Scientist Identity Model

    • Do you agree with the scientist identity model put forward by Carlone & Johnson (competence, performance, recognition)?

    • Can you think of alternative scientist identities beyond researcher, altruist, disrupted scientist? Reflect on how different groups view scientific responsibility and their responsibility to their community.

  • Obstacles to the Pursuit of a Scientist Identity

    • What are they, according to the various readings?

Pre-class reflection:

  • Define identity

  • Summarize the difference between Science vs Scientist identity (“what I want to become and do in science” vs “becoming a scientist”)

  • Summarize the science identity model put forward by Carlone & Johnson

  • What are the obstacles to pursuing an identity as scientist?

  • Do you think of yourself as a scientist? Why, or why not?

Readings:

  • Archer, Louise, Jennifer DeWitt, Jonathan Osborne, Justin Dillon, Beatrice Willis, and Billy Wong. ““Doing” Science Versus “Being” a Scientist: Examining 10/11-Year-Old Schoolchildren's Constructions of Science Through the Lens of Identity.” Science Education 94, no. 4 (April 21, 2010): 617–39. http://doi.org/10.1002/sce.20399.

  • Aschbacher, Pamela R, Erika Li, and Ellen J Roth. “Is Science Me? High School Students' Identities, Participation and Aspirations in Science, Engineering, and Medicine.” Journal of Research in Science Teaching 47, no. 5 (April 14, 2010): 564–82. http://doi.org/10.1002/tea.20353.

  • Brown, Bryan A. “Discursive Identity: Assimilation Into the Culture of Science and Its Implications for Minority Students.” Journal of Research in Science Teaching 41, no. 8 (October 2004): 810–34. http://doi.org/10.1002/tea.20228.

  • Carlone, Heidi B, and Angela Johnson. “Understanding the Science Experiences of Successful Women of Color: Science Identity as an Analytic Lens.” Journal of Research in Science Teaching 44, no. 8 (2007): 1187–1218. http://doi.org/10.1002/tea.20237.

  • Dauxois, Thierry. “Fermi, Pasta, Ulam, and a Mysterious Lady.” Physics Today 61, no. 1 (January 2008): 55–57. http://doi.org/10.1063/1.2835154.

  • Frink, Brenda. “Researcher Reveals How “Computer Geeks” Replaced “Computer Girls”.” Clayman Institute for Gender Research, Stanford University, September 7, 2014. https://gender.stanford.edu/news-publications/gender-news/researcher-reveals-how-computer-geeks-replaced-computer-girls.

  • Nosek, Brian A, Frederick L Smyth, N Sriram, Nicole M Lindner, Thierry Devos, Alfonso Ayala, Yoav Bar-Anan, et al. “National Differences in Gender-Science Stereotypes Predict National Sex Differences in Science and Math Achievement.” Proceedings of the National Academy of Sciences 106, no. 26 (2009): 10593–97. http://doi.org/10.1073/pnas.0809921106.

Stereotype threat

Description: we will discuss stereotype threat, imposter syndrome, and implicit bias, and connect these terms to our discussion of identity.

Classroom discussion:

    • Stereotype threat:

      • Share your definitions of stereotypes and how they are constructed by society

      • What are the relations between identity, contingencies, and stereotype threats?

      • Which solutions to combat stereotype threat from the readings seem most practical? What are the pros/cons?

    • Imposter syndrome:

      • Share your definitions of imposter syndrome

      • What are the causes of imposter syndrome mentioned in the readings?

      • How can we (individually and as a community) alleviate the impact of imposter syndrome on individuals?

    • Implicit bias:

      • Discuss the difference between prejudice and stereotypes

      • What do implicit association test measure? Review the findings of the paper by Oswald et al.

      • How can we alleviate the potential impacts of implicit biases we hold?

    • Make connections:

      • Discuss whether there are connections between stereotype threat, imposter syndrome, and implicit bias

Pre-class reflection:

  • What are stereotypes and how are they constructed by society? Whom do they affect?

  • What is imposter syndrome and how does it affect individuals?

  • How can we alleviate the impact of stereotype threat and imposter syndrome?

  • What is implicit bias?

  • If you have never taken an Implicit Association Test at Project Implicit, please consider taking it.

Readings:

  • Adams, Virgil H, III, Thierry Devos, Luis M Rivera, Heather Smith, and Luis A Vega. “Teaching About Implicit Prejudices and Stereotypes.” Teaching of Psychology 41, no. 3 (July 13, 2014): 204–12. http://doi.org/10.1177/0098628314537969.

  • Clance, P R, and S Imes. “The Imposter Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention.” Psychotherapy Theory, Research and Practice 15, no. 3 (January 1, 1978): 1–8.

  • Kaplan, Karen. “Unmasking the Impostor.” Nature 459, no. 7245 (May 21, 2009): 468–69. http://doi.org/10.1038/nj7245-468a.

  • Miyake, Akira, Lauren E Kost-Smith, Noah D Finkelstein, Steven J Pollock, Geoffrey L Cohen, and Tiffany A Ito. “Reducing the Gender Achievement Gap in College Science: a Classroom Study of Values Affirmation..” Science 330, no. 6008 (November 26, 2010): 1234–37. http://doi.org/10.1126/science.1195996.

  • Steele, Claude M. Whistling Vivaldi: and Other Clues to How Stereotypes Affect Us (Issues of Our Time), W. W. Norton & Company, 2011.

Underrepresented minorities

Description: We are going to look at three major groups of underrepresented minorities (URM): Black students, Latin@ students, and Native American students, to examine some of the unique challenges students identifying with any of these groups face. Examining each group in depth will lend us a better idea of the systemic problems that lead to the dearth of URMs in the sciences.

Classroom discussion: The central questions we will focus on are

    • What problems did you see in the methodology of the Byars-Winston paper, if any? Argue whether they showed that the relation between self-efficacy and perseverance in biology/engineering is causal or correlational?

    • Drawing on previous readings, what are ways in which the self-efficacy the Byars-Winston paper is focused on might be fostered or harmed?

    • What pitfalls did Gutierrez associate with “gap-gazing” and what research agenda did she lay out to avoid these?

    • How did these articles resonate with personal experiences you have had at Brown? Have you been in a class taught by an URM faculty member?

    • Discuss practical ways that could be implemented at Brown to address the issues raised in the articles we read

Pre-class reflection: Focus your reading and review on the following questions:

  • Summarize the findings about the statistics discussed in the readings in group 1

  • Drawing on previous readings, what are ways in which the self-efficacy the Byars-Winston paper is focused on might be fostered or harmed?

  • What pitfalls did Gutierrez associate with “gap-gazing”?

  • Briefly summarize the two strategies discussed in the papers that you found most compelling in addressing the challenges faces by underrepresented minorities in STEM education.

Readings:

  • Byars-Winston, Angela, Yannine Estrada, Christina Howard, Dalelia Davis, and Juan Zalapa. “Influence of Social Cognitive and Ethnic Variables on Academic Goals of Underrepresented Students in Science and Engineering: a Multiple-Groups Analysis..” Journal of Counseling Psychology 57, no. 2 (2010): 205–18. http://doi.org/10.1037/a0018608.

  • Garrison, Howard. “Underrepresentation by Race–Ethnicity Across Stages of U.S. Science and Engineering Education.” Edited by Erin L Dolan. Cell Biology Education 12, no. 3 (September 2013): 357–63. http://doi.org/10.1187/cbe.12-12-0207.

  • Gutiérrez, Rochelle. “A ‘Gap-Gazing’ Fetish in Mathematics Education? Problematizing Research on the Achievement Gap.” Journal for Research in Mathematics Education 39, no. 4 (July 1, 2008): 357–64. http://www.jstor.org/stable/40539302

  • Núñez, Anne-Marie. “Employing Multilevel Intersectionality in Educational Research.” Educational Researcher 43, no. 2 (March 2014): 85–92. http://doi.org/10.3102/0013189X14522320.

  • Owens, E W, A J Shelton, C M Bloom, and J K Cavil. “The Significance of HBCUs to the Production of STEM Graduates: Answering the Call.” Educational Foundations 2012 (November 15, 2012): 33–47.

  • Russell, Melody L, and Mary M Atwater. “Traveling the Road to Success: a Discourse on Persistence Throughout the Science Pipeline with African American Students at a Predominantly White Institution.” Journal of Research in Science Teaching 42, no. 6 (August 2005): 691–715. http://doi.org/10.1002/tea.20068.

  • Towns, Marcy H. “Where Are the Women of Color? Data on African American, Hispanic, and Native American Faculty in STEM.” Journal of College Science Teaching 39, no. 4 (March 1, 2010): 8–9. https://www.jstor.org/stable/42993588.

Additional readings: Read at least two of the following papers.

    • Bowman, Nicole R. “Cultural Differences of Teaching and Learning: a Native American Perspective of Participating in Educational Systems and Organizations.” American Indian Quarterly 27, no. 1 (January 1, 2003): 91–102. http://doi.org/10.2307/4138847.

    • Flores, Glenda M. “Latino/as in the Hard Sciences: Increasing Latina/O Participation in Science, Technology, Engineering and Math (STEM) Related Fields.” Latino Studies 9, no. 2 (August 23, 2011): 327–35. http://doi.org/10.1057/lst.2011.36.

    • Kimmerer, R W. “Weaving Traditional Ecological Knowledge Into Biological Education: a Call to Action.” Bioscience 52, no. 5 (May 2002): 432–38. http://doi.org/10.1641/0006-3568(2002)052[0432:WTEKIB]2.0.CO;2.

    • Mutegi, Jomo W. “The Inadequacies of ‘Science for All’ and the Necessity and Nature of a Socially Transformative Curriculum Approach for African American Science Education.” Journal of Research in Science Teaching 48, no. 3 (January 24, 2011): 301–16. http://doi.org/10.1002/tea.20410.

    • Pavel, D M. “American Indian and Alaska Natives in Higher Education: Promoting Access and Achievement.” In Next Steps Research and Practice to Advance Indian Education, edited by K G Swisher and J W III Tippiconnic, 1–22, 2012.

    • Villarreal, Rebecca, A F Cabrera, and K A Friedrich. “Charting a Course Towards Latino Student Success in Science, Technology, Engineering and Mathematics,” HACU Hispanic Higher Education Research Collective, July 30, 2012. https://www.hacu.net/images/hacu/OPAI/H3ERC/2012_papers/Villarreal%20cabrera%20friedrich%20-%20latino%20student%20success%20in%20stem%20-%20updated%202012.pdf.

Women – A historical perspective

Classroom discussion: Terms:

  • Essentialism: The belief that women simply cannot do science as well as men. Essentialists think that science should be manly and that there are innate differences in ability between the genders.

  • Liberal Feminism: The belief that nurture rather than nature explains women’s poor showing in the sciences. Liberalism denies that any biological differences in ability exist between men and women. Liberals tend to see sameness as the only ground for equality.

  • Cultural Feminism: The belief that femininity is an asset in science. Some cultural feminists are essentialists who believe that there are innate differences between men and women. Other cultural feminists are liberals who believe that the differences between men and women are a product of a history that emphasized traditional gender roles.

Small Group Discussions

  • Considering the above definitions given in “The Mind Has No Sex”, how are these different feminist positions still evident in science today? What problems exist with them? How should they be considered in science education?

  • How does gaining a historical perspective of gendered science make us better equipped to handle current challenges?

  • How have race and socioeconomic class played a role in the success of women in science?

  • In the 18th century, French women created salons as a way to participate in scientific discourse. What are some examples of informal spaces like salons today? How does the Internet play a role in fostering these spaces?

Pre-class reflection: Focus your reading and review on the following questions:

  • Search online for Edison's test for "A-class men" and look through the questions he posed

  • Recall the definitions for essentialism, liberal feminism, and cultural feminism given in the first reading.

  • How are these different feminist positions still evident in science today?

  • How have the perceptions, challenges, and opportunities for women in science changed over time?

Readings:

  • Jardins, Des, Julie. The Madame Curie Complex, The Feminist Press at CUNY, 2010.

  • Schiebinger, Londa. The Mind Has No Sex?, Harvard University Press, 1991.

Women as scientists today

Classroom discussion: Central questions we will focus on:

    • What efforts have your departments put in to improve representation and diversity?

    • How do implicit biases affect the hiring process? (Reuben, Sapienza, and Zingales study)

    • Are there different biases present in different fields of STEM?

    • How can these biases be compounded for URM women?

Pre-class reflection:

    • What practices can be developed to improve gender representation, and how can we ensure effective implementation (Beyond Bias and Barriers)? What efforts have your departments put in to improve representation and diversity?

  • What strategies can women today employ (in both academia and the workplace) to be taken seriously without compromising themselves?

  • How do implicit biases affect the hiring process (Reuben, Sapienza, and Zingales study)? Are there different biases present in different fields of STEM? How can these biases be compounded for URM women?

  • Summarize the history at Brown University from (Rossiter)

Readings:

  • Etzkowitz, H, C Kemelgor, M Neuschatz, B Uzzi, and J Alonzo. “The Paradox of Critical Mass for Women in Science..” Science 266, no. 5182 (October 7, 1994): 51–54. http://doi.org/10.1126/science.7939644.

  • National Academy of Sciences (US), National Academy of Engineering (US), and Institute of Medicine (US) Committee on Maximizing the Potential of Women in Academic Science and Engineering. “Executive Summary – Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering,” 2007. http://doi.org/10.17226/11741.

  • Reuben, E, P Sapienza, and L Zingales. “How Stereotypes Impair Women's Careers in Science.” Proceedings of the National Academy of Sciences 111, no. 12 (March 25, 2014): 4403–8. http://doi.org/10.1073/pnas.1314788111.

  • Rossiter, Margaret W. Women Scientists in America, JHU Press, 2012.

  • Yakowicz, W. “How to Remove Gender Bias From the Hiring Process.” Inc., October 7, 2014. https://www.inc.com/will-yakowicz/how-to-help-end-gender-bias-while-hiring.html.

LGTBQ science and scientists

Classroom discussion: Central questions we will focus on:

    • [Underhill]

      • “Many scientists keep their queer identity invisible, which leaves young queer and questioning people with few queer role models in scientific fields. By failing to discuss the unique barriers to queer people in the scientists, we allow the image of smart, successful scientists to become disconnected from our socially constructed projections of homosexuality” [Underhill]

      • Briefly remind ourselves of the realities and implications of being closeted or out at work

    • [Cech & Waidzunas]

      • Discuss the “technical/social dualism” proposed by Faulkner

        • Does the imposition of the gender binary onto technical/social dualism promote and perpetuate heteronormativity, and if so how?

        • Why is this dualism relevant to STEM fields?

    • [Boudreau et al.]

      • What strategies for fostering a supportive environment emerged from this article?

      • What are ways science classrooms can create spaces for students to feel safe and comfortable talking about their identity and to avoid the technical/social dualism (specifically at Brown)?

Pre-class reflection: Focus your review on the following questions:

  • [Cech & Waidzunas]

    • What are the implications of the "technical/social dualism" for LGBT scientists

    • Explore the strategies of passing versus covering for individuals with marginalized identities

  • Summarize the workplace experiences reported on for LGBT STEM scientists and physicists

  • [Boudreau et al]

    • What strategies for fostering a supportive environment emerged from this article?

Readings:

Intersectionality

Classroom discussion: Central questions we will focus on:

    • [Ong 2005]:

      • Discuss the difference between fragmentation and multiplicity

      • How can these strategies help women of color assert their place as scientists? How are these strategies helpful or harmful?

      • What are ways in which STEM courses create the image of an “ordinary” scientist? What are ways that STEM courses can work to deconstruct the image of the ordinary scientist and make a space for women of color?

      • What strategies does this article suggest to provide more support of women of color?

    • [Intersectionality and STEM] and [Starting at the crossroads]:

      • Discuss the differences between additive and intersectional approaches to support members of groups with multiple marginalized identities. What are the advantages and disadvantages of interventions that use one of these approaches

      • Discuss what strategies institutions could implement to support members of groups with multiple marginalized identities

Pre-class reflection: Focus your review on the following questions:

  • [West & Fenstermaker]: This paper provides a glimpse of the origins of how feminist theorists began to consider race and class in their theories in the mid 1990s. A cursory read is fine unless you would like to delve more into the arguments for this change.

  • [Ong 2005]: What are ways in which STEM courses create the image of an “ordinary” scientist? What are some strategies that the Ong paper stated women of color use to assert their place as scientists? How are these strategies helpful or harmful? What are ways that STEM courses can work to deconstruct the image of the ordinary scientist and make a space for women of color

  • [Intersectionality and STEM]: Summarize the "Findings and Discussion" section

  • [Starting at the crossroads]: Summarize the strategies that institutions could implement to support URM women in STEM

Readings:

  • Armstrong, Mary A, and Jasna Jovanovic. “Starting at the Crossroads: Intersectional Approaches to Institutionally Supporting Underrepresented Minority Women Stem Faculty.” Journal of Women and Minorities in Science and Engineering 21, no. 2 (2015): 141–57. http://doi.org/10.1615/JWomenMinorScienEng.2015011275.

  • Charleston, L J, R P Adserias, N M Lang, and J F L Jackson. “Intersectionality and STEM: the Role of Race and Gender in the Academic Pursuits of African American Women in STEM.” Journal of Progressive Policy and Practice 2, no. 3 (December 1, 2014): 273–93. https://caarpweb.org/wp-content/uploads/2014/12/Charleston-Adserias-Lang-Jackson-2014.pdf

  • Crenshaw, Kimberle. “Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color.” Stanford Law Review 43, no. 6 (July 1991): 1241–60. http://doi.org/10.2307/1229039.

  • Ong, Maria. “Body Projects of Young Women of Color in Physics: Intersections of Gender, Race, and Science.” Social Problems 52, no. 4 (November 2005): 593–617. http://doi.org/10.1525/sp.2005.52.4.593.

  • Ong, Maria, Janet M Smith, and Lily T Ko. “Counterspaces for Women of Color in STEM Higher Education: Marginal and Central Spaces for Persistence and Success.” Journal of Research in Science Teaching 55, no. 2 (August 1, 2017): 206–45. http://doi.org/10.1002/tea.21417.

  • Perna, Laura, Valerie Lundy-Wagner, Noah D Drezner, Marybeth Gasman, Susan Yoon, Enakshi Bose, and Shannon Gary. “The Contribution of HBCUS to the Preparation of African American Women for Stem Careers: a Case Study.” Research in Higher Education 50, no. 1 (September 16, 2008): 1–23. http://doi.org/10.1007/s11162-008-9110-y.

  • Turner, Caroline Sotello Viernes, Juan Carlos González, and Kathleen Wong Lau. “Faculty Women of Color: the Critical Nexus of Race and Gender..” Journal of Diversity in Higher Education 4, no. 4 (2011): 199–211. http://doi.org/10.1037/a0024630.

  • West, Candace, and Sarah Fenstermaker. “Doing Difference.” Gender and Society 9, no. 1 (February 1, 1995): 8–37. https://www.jstor.org/stable/189785.

Well-represented minorities

Classroom discussion: Central questions we will focus on:

    • How did the myth of the model minority develop?

      • What are the different stereotypes imposed on Asians?

      • What factors contribute to Asian Americans being seen as a model minority?

      • How has the model minority myth affected Asian and Asian American scientists today?

    • Who is “lost” in the Asian and Asian American label?

      • How can we move past the concept of homogeneity of the Asian community?

      • What can be done within STEM fields and education to be more inclusive of underrepresented subgroups that exist within groups that are considered well-represented?

    • Relate the readings to our discussion on stereotype threat and intersectionality

Pre-class readings: Focus your review on the following questions:

  • [Museus & Kiang]: Summarize the key finds of this article.

  • [The New Whiz Kids (1987)], [The Problem With ‘Asians Are Good at Science'], [The 'Tiger Mom' Superiority Complex]: List one main take-away from each paper.

  • Relate the readings to our discussion on stereotype threat

  • Was there a statement made in any of the papers that you found surprising?

  • Optional: skim through the census on educational attainment article.

Readings:

Discussion of semester projects

The goal of this class is to identify topics for final projects. To prepare for this, please do the following:

  • Read through the final project reports from previous years, which are posted on Dropbox

  • Identify a topic you are interested in and would like to work on alone or in a team

  • Provide a brief outline of your envisioned project

Here is a brief summary of the goals I have for our final projects:

Goals: The goal of the final project is to engage closely with a topic related to the class material, for instance by continuing or expanding on a project from previous semesters, exploring topics in more depth, pursuing outreach activities to campus communities on STEM-related issues, advocating for specific changes in STEM advising or courses at Brown based on our readings and discussions, or develop fact sheets for faculty or students.

Project essay: The aim of the project essay is to provide a record your work on the topic you selected. The essay should be 5-10 pages (single spaced) and explain the goal of your project and the rationale behind it, present in detail your main findings and outcomes, and provide a thorough discussion of the work that led to your main findings or outcomes. The essay can be accompanied by additional materials (eg if you worked on fact sheets, videos, or specific recommendations) if they are part of your outcomes.

Project presentation: The aim of the final presentations is to communicate your main findings and outcomes to others in the class and across Brown. The final product for your presentation could be a poster that outlines your main conclusions and outcomes and summarizes the rationale behind them, or a video or art object with a description of the work you did.

Science education

Classroom discussion: Our discussion will focus on the following prompts:

    • Discuss the relevance of authority, agency, and voice in STEM classes: What are issues other than authority, agency, and voice that may be useful to students feeling comfortable in math classroom?

    • How do these terms relate to Freire’s notion of “banking education”? Do the introductory STEM courses at Brown rely on “banking education?”

    • Is it desirable to give students more authority, agency, and voice in STEM classes, and if so how can this be accomplished?

      • Have you seen professors use any of the strategies laid out by the authors in the readings in your classes? If so, which ones and were they effective? If not, how could professors go about fostering a sense of belonging in STEM classes?

      • How should ‘real-life STEM’ be incorporated at school and university?

    • How does who is teaching science influence science education?

      • Briefly review the article about Richard Tapia that presents a profile of a professor who has focused his energy on mentoring minority students, the results of his efforts, and the challenges he and his students face. How can we best educate and support students of different underrepresented identities?

      • How do the identities of teachers and mentors impact the learning experiences of students?

      • How can we encourage more teachers, mentors, and schools to take an interest in the success of students from underrepresented populations?

Pre-class reflection:

  • [Freire: Chapter 2 only]: Summarize the concept of "banking"

  • [Lorenzo et al.] and [Deshler & Burroughs]: Summarize the key recommendations put forward in these papers

  • [NYT article]: Identify 2-3 strategies from this article that resonate with you.

  • [Tapia] What is your main take-away from this article?

  • Optional: skim through the census on educational attainment article.

Readings:

Science communication

Classroom discussion: Review: The articles, websites, and videos highlighted:

    • Characterization of scientists in movies

    • Presentation of scientific outcomes in press releases and media

    • Anthropocentric characterization of wildlife and nature, through stereotypes and gendered views

Central Questions:

    • How does the characterizations of science and scientists in the articles affect the views society holds on (i) science and (ii) scientists? Do these characterizations affect representation and participation in the sciences?

    • Discuss the following questions in the context of our readings about identity and the technical/social dualism reviewed in Cech’s paper. Whose responsibility it is to shape the discussion of science in the media? What is the role of scientists in effecting change? Should science communicators be “objective” (in the sense of refraining to mention policy implications)? Who is considered credible to the public when communicating about scientific research?

    • Which strategies from the articles do you believe are most effective in science communication? What are the differences between communicating and teaching science? Specifically, reflect on the similarities and differences between today’s and Tuesday’s readings. In what ways have you seen your classes at Brown try to improve science communication?

Pre-class reflection: Provide a brief summary of the readings and movies based on the following prompts:

  • How are scientists and science portrayed in the media, and

  • whose responsibility it is to shape the discussion of science in the media.

  • Caution: The skit by John Oliver contains some strong language (which distracts from the actual content -- the content itself is really good).

  • Optional: The thesis by Piper Harbon is amazing: try to read at least the introduction of her thesis.

Readings:

Online content:

Policy – Past, present, future

Classroom discussion:

    • Large group:

      • Look up the “NCAA Title IX” FAQ and read through the first four questions and answers

      • Look up “Affirmative Action Brown University” (or go directly to https://www.brown.edu/about/administration/institutional-diversity/about): what does Brown’s affirmative action policy entail?

      • What is the reach of Title IX?

      • What are different interpretations and implementations of Affirmative Action?

    • Small groups:˚ (35 min)

      • Title IX: Discuss potential initiatives that would, in your opinion, help increase participation by women in STEM

      • Title IX does not apply to underrepresented minorities: which policies could help increase participation of these groups? What strategies were outlined in the readings?

      • Affirmative Action: which affirmative-action policies do you support or not support?

Pre-class reflection: For your brief essay, summarize your main take-aways and impressions separately for each of the following topics:

  • Arguments for and against affirmative action

  • Impact of Title IX

  • Effectiveness and breadth of policies and program funded by the federal government to increase participation in STEM: What are the different targets? How do they work? How are they funded?

  • Strategies to support historically underrepresented groups

Readings:

STEM in industry

Classroom discussion:

    • What were the major take-aways from the readings?

    • Summarize the statistics: what was surprising, what did you already know, and how are gaps in representations spread across companies?

    • What strategies to support and mentor underrepresented groups and women in companies were discussed in the readings?

    • Which of these strategies do you think are most effective?

    • Compare these strategies with those for academic institutions, which we discussed during the last class

    • What are the differences and similarities between the challenges for companies and universities to increase participation?

    • What are the reasons for the pay gaps mentioned in the readings? Are there links between these reasons and the notions from social psychology (such as stereotype threat) that we discussed earlier?

Pre-class reflection: For your brief essay, summarize your main take-aways and impressions separately for each of the following topics:

  • Statistics for representation in tech companies, separately for the general workforce and leadership positions

  • Strategies to support and mentor underrepresented groups in companies

  • Pay gaps, and obstacles to close them

  • Longitudinal study about work-life balance choices

Readings:

Online content:

Diversity

Classroom discussion:

      • What does diversity mean for you? What does a diverse community look like for you?

      • Why should we strive, or not strive, to create a diverse community?

      • What are strategies for allowing and recognizing differences? Use “color-blindness” as a possible strategy for allowing differences.

      • Debrief your group on the essays on white privilege that you read.

Pre-class reflection: From the website "12 Essays About White Privilege That Every White Ally Needs To Read", select one essay and read it. Our discussion will center around diversity. For your brief essay, please

  • discuss the term "color blindness", and

  • summarize the essay on white privilege that you picked

Readings:

  • Hong, L, and S E Page. “Groups of Diverse Problem Solvers Can Outperform Groups of High-Ability Problem Solvers.” Proceedings of the National Academy of Sciences 101, no. 46 (2004): 16385–89. http://doi.org/10.1073/pnas.0403723101.

  • Lorde, Audre. Sister Outsider, Penguin Classics, 2020.

  • Nobel, C. “The Case Against Racial Colorblindness.” Harvard Business School, February 13, 2012. https://hbswk.hbs.edu/item/6919.html.

  • Norton, Michael I, Samuel R Sommers, Evan P Apfelbaum, Natassia Pura, and Dan Ariely. “Color Blindness and Interracial Interaction: Playing the Political Correctness Game..” Psychological Science 17, no. 11 (November 2006): 949–53. http://doi.org/10.1111/j.1467-9280.2006.01810.x.

  • Thompson, Abigail. “Does Diversity Trump Ability?.” Notices of the American Mathematical Society 61, no. 9 (October 1, 2014): 1024–27. http://doi.org/10.1090/noti1163.

Online content:

Teaching

Classroom discussion:

    • What do the teaching strategies outlined in the readings set out to accomplish and what barriers do they attempt to overcome?

    • What are the practical implications of these readings for teaching and learning?

    • Have you seen any of these strategies in your classes at Brown?

    • How do the results of the studies on “growth spurters” and gender biases by faculty reported on in the readings impact inclusive teaching strategies?

    • How do you envision an inclusive classroom environment?

    • What strategies have you seen that improved your learning and created an environment more conducive to learning?

Pre-class reflection: For your brief essay, please consider the following points:

  • Summarize the teaching strategies outlined in the first two papers

  • Have you seen any of these strategies in your classes at Brown?

  • What practical implications does the content of these papers have for teaching?

Readings:

  • Crouch, Catherine H, and Eric Mazur. “Peer Instruction: Ten Years of Experience and Results.” American Journal of Physics 69, no. 9 (September 2001): 970–77. http://doi.org/10.1119/1.1374249.

  • Edwards, Linsey. “Homogeneity and Inequality: School Discipline Inequality and the Role of Racial Composition.” Social Forces 95, no. 1 (August 12, 2016): 55–76. http://doi.org/10.1093/sf/sow038.

  • Moss-Racusin, Corinne A, John F Dovidio, Victoria L Brescoll, Mark J Graham, and Jo Handelsman. “Science Faculty's Subtle Gender Biases Favor Male Students.” Proceedings of the National Academy of Sciences of the United States of America 109, no. 41 (October 9, 2012): 16474–79. http://doi.org/10.1073/pnas.1211286109.

  • Reis, P M, S Jung, J M Aristoff, and R Stocker. “How Cats Lap: Water Uptake by Felis Catus.” Science 330, no. 6008 (November 25, 2010): 1231–34. http://doi.org/10.1126/science.1195421.

  • Rosenthal, Robert, and Lenore Jacobson. Pygmalion in the Classroom, Crown House Publishing, 2003.

Mental health / sexual harassment

Classroom discussion:

    • Mental health:

      • How does society views mental health?

      • How do identity, stereotype threat, and implicit bias relate to mental illness?

      • What are the obstacles that individuals with mental illness face?

      • What are strategies that individuals and institutions can adopt to normalize mental illnesses?

    • Sexual harassment:

      • What can institutions and individuals do to prevent sexual harassment?

      • What are the legal options outlined in the readings for those who experienced sexual harassment?

Pre-class reflection: For your brief essay, please consider the following points:

  • Read the papers about mental health with our discussions about identity, stereotype threat, and implicit bias in mind. What are the obstacles that individuals with mental illness face? What are strategies that individuals and institutions can adopt to lower these barriers?

  • For the papers on sexual harassment, what can institutions and individuals do to prevent sexual harassment?

Readings:

Online content: