hello everyone so tonight we’ll be having an unspoken conversation about
having an unspoken conversation about
having an unspoken conversation about the political and social ramifications
the political and social ramifications
the political and social ramifications of the lack of diversity in stem so by
of the lack of diversity in stem so by
of the lack of diversity in stem so by the end of tonight I would like to
the end of tonight I would like to
the end of tonight I would like to explain some of the consequences of
explain some of the consequences of
explain some of the consequences of these lack of diversity to highlight
these lack of diversity to highlight
these lack of diversity to highlight some of the contributing factors and to
some of the contributing factors and to
some of the contributing factors and to suggest possible solutions so let’s
suggest possible solutions so let’s
suggest possible solutions so let’s begin by dissecting a court case that
begin by dissecting a court case that
begin by dissecting a court case that sought justice for the complex form of
sought justice for the complex form of
sought justice for the complex form of discrimination that african-american
discrimination that african-american
discrimination that african-american women were facing so in the late 70s
women were facing so in the late 70s
women were facing so in the late 70s Emin de Graaff and Reid understood that
Emin de Graaff and Reid understood that
Emin de Graaff and Reid understood that as an african-american woman she was
as an african-american woman she was
as an african-american woman she was facing discrimination on the basis of
facing discrimination on the basis of
facing discrimination on the basis of gender and also race so in response she
gender and also race so in response she
gender and also race so in response she and several others filed suit against
and several others filed suit against
and several others filed suit against the last hired first fired
the last hired first fired
the last hired first fired discriminatory employment practices at
discriminatory employment practices at
discriminatory employment practices at GM upon review the judge dismissed her
GM upon review the judge dismissed her
GM upon review the judge dismissed her case on the basis that GM in fact hired
case on the basis that GM in fact hired
case on the basis that GM in fact hired african-americans and they hired women
african-americans and they hired women
african-americans and they hired women insinuating her claims were baseless
insinuating her claims were baseless
insinuating her claims were baseless in reality the african-americans that
in reality the african-americans that
in reality the african-americans that were hired were largely men who worked
were hired were largely men who worked
were hired were largely men who worked in the industrial sectors and the women
in the industrial sectors and the women
in the industrial sectors and the women that were hired were largely white women
that were hired were largely white women
that were hired were largely white women who worked in the office this brings us
who worked in the office this brings us
who worked in the office this brings us to the incredible kimberlé crenshaw a
to the incredible kimberlé crenshaw a
to the incredible kimberlé crenshaw a critical race and black feminist legal
critical race and black feminist legal
critical race and black feminist legal theorist and a professor of law dividing
theorist and a professor of law dividing
theorist and a professor of law dividing her time between UCLA and Columbia while
her time between UCLA and Columbia while
her time between UCLA and Columbia while reading a judge review of Crenshaw’s
reading a judge review of Crenshaw’s
reading a judge review of Crenshaw’s case of Emma’s case she felt that the
case of Emma’s case she felt that the
case of Emma’s case she felt that the judge that the dismissal of her case was
judge that the dismissal of her case was
judge that the dismissal of her case was an injustice squared noting that quote
an injustice squared noting that quote
an injustice squared noting that quote without the frames that allow us to see
without the frames that allow us to see
without the frames that allow us to see how social problems impact all members
how social problems impact all members
how social problems impact all members of a targeted group many will fall
of a targeted group many will fall
of a targeted group many will fall through the cracks of our movements left
through the cracks of our movements left
through the cracks of our movements left to suffer in virtual isolation
to suffer in virtual isolation
to suffer in virtual isolation highlighting that the judge’s refusal to
highlighting that the judge’s refusal to
highlighting that the judge’s refusal to view the case through a proper frame one
view the case through a proper frame one
view the case through a proper frame one that took into consideration the
that took into consideration the
that took into consideration the multiple forms of discrimination that
multiple forms of discrimination that
multiple forms of discrimination that african-american women were facing was
african-american women were facing was
african-american women were facing was the defining factor in the visibility
the defining factor in the visibility
the defining factor in the visibility and acknowledgement of said
and acknowledgement of said
and acknowledgement of said discrimination
discrimination
discrimination in response Crenshaw provides a metaphor
in response Crenshaw provides a metaphor
in response Crenshaw provides a metaphor of an intersection to explain this
of an intersection to explain this
of an intersection to explain this concept of intersectionality and how
concept of intersectionality and how
concept of intersectionality and how women of color and in this particular
women of color and in this particular
women of color and in this particular case african-american women
case african-american women
case african-american women stand at the center of an intersection
stand at the center of an intersection
stand at the center of an intersection and in one direction traffic flowing
and in one direction traffic flowing
and in one direction traffic flowing represents discrimination based on race
represents discrimination based on race
represents discrimination based on race and in the other direction traffic
and in the other direction traffic
and in the other direction traffic flowing represents discrimination based
flowing represents discrimination based
flowing represents discrimination based on gender and the law the ambulances
on gender and the law the ambulances
on gender and the law the ambulances seem to only respond or acknowledge your
seem to only respond or acknowledge your
seem to only respond or acknowledge your discrimination when you are hurt at a
discrimination when you are hurt at a
discrimination when you are hurt at a single lane and not at that intersection
so when it comes to diversity of stem
so when it comes to diversity of stem what are the consequences of speaking
what are the consequences of speaking
what are the consequences of speaking about only gender disparities and not
about only gender disparities and not
about only gender disparities and not race this can result in a lack of power
race this can result in a lack of power
race this can result in a lack of power and barriers of access into institutions
and barriers of access into institutions
and barriers of access into institutions and with the lack of power and minimal
and with the lack of power and minimal
and with the lack of power and minimal access to institutions minority
access to institutions minority
access to institutions minority communities have little advocacy and
communities have little advocacy and
communities have little advocacy and when we have no one advocating for
when we have no one advocating for
when we have no one advocating for minority communities especially on an
minority communities especially on an
minority communities especially on an institutional level we see exploitation
institutional level we see exploitation
institutional level we see exploitation of these communities here we have a
of these communities here we have a
of these communities here we have a headline from the Harvard School of
headline from the Harvard School of
headline from the Harvard School of Public Health that reads zip code better
Public Health that reads zip code better
Public Health that reads zip code better predictor of health and genetic code and
predictor of health and genetic code and
predictor of health and genetic code and I think this highlights the solid
I think this highlights the solid
I think this highlights the solid correlation of zip code and life
correlation of zip code and life
correlation of zip code and life expectancy on the Left we have a map
expectancy on the Left we have a map
expectancy on the Left we have a map from Baltimore City Health Department of
from Baltimore City Health Department of
from Baltimore City Health Department of Lights expectancy in years from 2013
Lights expectancy in years from 2013
Lights expectancy in years from 2013 areas in red have a life expectancy of
areas in red have a life expectancy of
areas in red have a life expectancy of 66 to about 70 years while areas in
66 to about 70 years while areas in
66 to about 70 years while areas in green have a life expectancy of 76 to 85
green have a life expectancy of 76 to 85
green have a life expectancy of 76 to 85 years the map on the right is from the
years the map on the right is from the
years the map on the right is from the 2010 census depicting the distribution
2010 census depicting the distribution
2010 census depicting the distribution of african-american residents in
of african-american residents in
of african-american residents in Baltimore City and the areas in beige
Baltimore City and the areas in beige
Baltimore City and the areas in beige have a makeup of 21 to 40 percent of
have a makeup of 21 to 40 percent of
have a makeup of 21 to 40 percent of african-american residents and the areas
african-american residents and the areas
african-american residents and the areas in red have an eighty to a hundred
in red have an eighty to a hundred
in red have an eighty to a hundred percent makeup of african-american
percent makeup of african-american
percent makeup of african-american residents and quite strikingly we can
residents and quite strikingly we can
residents and quite strikingly we can see an overlap of these
see an overlap of these
see an overlap of these areas demonstrating that
areas demonstrating that
areas demonstrating that african-americans have some of the
african-americans have some of the
african-americans have some of the lowest life expectancies in Baltimore
lowest life expectancies in Baltimore
lowest life expectancies in Baltimore City simply based on zip code
City simply based on zip code
City simply based on zip code alternatively we see that the area’s
alternatively we see that the area’s
alternatively we see that the area’s comprised of white neighborhoods
comprised of white neighborhoods
comprised of white neighborhoods surrounding the financial business
surrounding the financial business
surrounding the financial business districts or the National Harbor remain
districts or the National Harbor remain
districts or the National Harbor remain largely unaffected and still have rather
largely unaffected and still have rather
largely unaffected and still have rather long lifespans and again we have two
long lifespans and again we have two
long lifespans and again we have two maps of Baltimore City this time on the
maps of Baltimore City this time on the
maps of Baltimore City this time on the Left we have a map from the American
Left we have a map from the American
Left we have a map from the American Community Survey of the percentage of
Community Survey of the percentage of
Community Survey of the percentage of children living in poverty from 2008 to
children living in poverty from 2008 to
children living in poverty from 2008 to 2012 and on the right we have a map from
2012 and on the right we have a map from
2012 and on the right we have a map from the Baltimore Health Department the
the Baltimore Health Department the
the Baltimore Health Department the cases of elevated blood lead levels in
cases of elevated blood lead levels in
cases of elevated blood lead levels in children aged 0 to 6 years old with the
children aged 0 to 6 years old with the
children aged 0 to 6 years old with the red dots representing lead levels 10 or
red dots representing lead levels 10 or
red dots representing lead levels 10 or higher and yellow dots representing
higher and yellow dots representing
higher and yellow dots representing levels 5 to 9 and as we can see again
levels 5 to 9 and as we can see again
levels 5 to 9 and as we can see again there’s these overlapping patterns on
there’s these overlapping patterns on
there’s these overlapping patterns on the east and west sides of the city
the east and west sides of the city
the east and west sides of the city while the national harbor and the
while the national harbor and the
while the national harbor and the financial business districts remain
financial business districts remain
financial business districts remain largely unaffected but I want to stress
largely unaffected but I want to stress
largely unaffected but I want to stress that this isn’t just a Baltimore problem
that this isn’t just a Baltimore problem
that this isn’t just a Baltimore problem here we have headlines from several
here we have headlines from several
here we have headlines from several publications and news magazines that
publications and news magazines that
publications and news magazines that says for instance from the American
says for instance from the American
says for instance from the American Journal of industrial medicine post
Journal of industrial medicine post
Journal of industrial medicine post pesticides present in migrant farm
pesticides present in migrant farm
pesticides present in migrant farm worker housing in North Carolina
worker housing in North Carolina
worker housing in North Carolina Fortune magazine posts if you’re a
Fortune magazine posts if you’re a
Fortune magazine posts if you’re a minority and poor you’re more likely to
minority and poor you’re more likely to
minority and poor you’re more likely to live near toxic waste site and I’m sure
live near toxic waste site and I’m sure
live near toxic waste site and I’m sure everyone heard about the Standing Rock
everyone heard about the Standing Rock
everyone heard about the Standing Rock Sioux protests the New York Times posts
Sioux protests the New York Times posts
Sioux protests the New York Times posts battle over an oil pipeline teaching
battle over an oil pipeline teaching
battle over an oil pipeline teaching about the Standing Rock Sioux protests
about the Standing Rock Sioux protests
about the Standing Rock Sioux protests in a maybe lesser-known headline from a
in a maybe lesser-known headline from a
in a maybe lesser-known headline from a 2016 February article from BBC weeds
2016 February article from BBC weeds
2016 February article from BBC weeds Peru’s oil spill pollutes Amazon
Peru’s oil spill pollutes Amazon
Peru’s oil spill pollutes Amazon rainforests used by the indigenous
rainforests used by the indigenous
rainforests used by the indigenous peoples and this is an article in
peoples and this is an article in
peoples and this is an article in response to an oil spill in the Amazon
response to an oil spill in the Amazon
response to an oil spill in the Amazon rainforest affecting at least eight
rainforest affecting at least eight
rainforest affecting at least eight different communities and leaking over
different communities and leaking over
different communities and leaking over three thousand barrels of crude oil by
three thousand barrels of crude oil by
three thousand barrels of crude oil by the end of June 2016 about halfway
the end of June 2016 about halfway
the end of June 2016 about halfway through the year
through the year
through the year Pedro Peru the state-run oil company
Pedro Peru the state-run oil company
Pedro Peru the state-run oil company will have already had three oil spills
will have already had three oil spills
will have already had three oil spills into the Amazon River in a
into the Amazon River in a
into the Amazon River in a according to the observatory of economic
according to the observatory of economic
according to the observatory of economic complexity refined oil is the
complexity refined oil is the
complexity refined oil is the third-largest export bringing in about
third-largest export bringing in about
third-largest export bringing in about 1.6 billion annually to their economy to
1.6 billion annually to their economy to
1.6 billion annually to their economy to Purdue’s economy and notably so China
Purdue’s economy and notably so China
Purdue’s economy and notably so China and the United States comprise the first
and the United States comprise the first
and the United States comprise the first and second largest international
and second largest international
and second largest international consumers respectively so I want you to
consumers respectively so I want you to
consumers respectively so I want you to ask yourself how differently the Dakota
ask yourself how differently the Dakota
ask yourself how differently the Dakota access pipeline or the pending court
access pipeline or the pending court
access pipeline or the pending court cases from the global south against mega
cases from the global south against mega
cases from the global south against mega US oil companies would have been handled
US oil companies would have been handled
US oil companies would have been handled had there been PhD representation at the
had there been PhD representation at the
had there been PhD representation at the academic and federal levels of these
academic and federal levels of these
academic and federal levels of these minority communities and lastly I want
minority communities and lastly I want
minority communities and lastly I want us to think about how differently green
us to think about how differently green
us to think about how differently green technology would have come had the exact
technology would have come had the exact
technology would have come had the exact communities suffering from environmental
communities suffering from environmental
communities suffering from environmental exploitation been the ones producing the
exploitation been the ones producing the
exploitation been the ones producing the innovation needed to restore their
innovation needed to restore their
innovation needed to restore their surroundings so to summarize some of
surroundings so to summarize some of
surroundings so to summarize some of these consequences I want us to ask how
these consequences I want us to ask how
these consequences I want us to ask how is scientific representation affecting
is scientific representation affecting
is scientific representation affecting minority power and what does this mean
minority power and what does this mean
minority power and what does this mean politically how does this affect the way
politically how does this affect the way
politically how does this affect the way women make autonomous decisions
women make autonomous decisions
women make autonomous decisions especially when it surrounds health care
especially when it surrounds health care
especially when it surrounds health care or the environment and reproductive
or the environment and reproductive
or the environment and reproductive rights in what ways are minority women
rights in what ways are minority women
rights in what ways are minority women to advocate for their minority women
to advocate for their minority women
to advocate for their minority women able to advocate for their communities
able to advocate for their communities
able to advocate for their communities and how would access to institutions
and how would access to institutions
and how would access to institutions affect that power lastly I want us to
affect that power lastly I want us to
affect that power lastly I want us to analyze how the lack of academic and
analyze how the lack of academic and
analyze how the lack of academic and political representation are playing
political representation are playing
political representation are playing into the power dynamics that exist in
into the power dynamics that exist in
into the power dynamics that exist in the United States and how the
the United States and how the
the United States and how the consequences of lack of power barriers
consequences of lack of power barriers
consequences of lack of power barriers to access and minimal advocacy are
to access and minimal advocacy are
to access and minimal advocacy are leading to the exploitation of minority
leading to the exploitation of minority
leading to the exploitation of minority communities so now that we understand
communities so now that we understand
communities so now that we understand some of the consequences of this lack of
some of the consequences of this lack of
some of the consequences of this lack of diversity I want to talk about something
diversity I want to talk about something
diversity I want to talk about something the contributing factors and I want to
the contributing factors and I want to
the contributing factors and I want to mention that these are just some of the
mention that these are just some of the
mention that these are just some of the contributing factors I mean this whole
contributing factors I mean this whole
contributing factors I mean this whole presentation could expand into a
presentation could expand into a
presentation could expand into a semesters worth of learning so
semesters worth of learning so
semesters worth of learning so understand that we’re going to gloss
understand that we’re going to gloss
understand that we’re going to gloss over quite a bit but the disparity
over quite a bit but the disparity
over quite a bit but the disparity really starts with the way that we
really starts with the way that we
really starts with the way that we socialize children and this can begin by
socialize children and this can begin by
socialize children and this can begin by Aitch to school systems then add to this
Aitch to school systems then add to this
Aitch to school systems then add to this disparity by promoting programs that are
disparity by promoting programs that are
disparity by promoting programs that are not culturally competent and not placing
not culturally competent and not placing
not culturally competent and not placing equal emphasis on the arts in history as
equal emphasis on the arts in history as
equal emphasis on the arts in history as math and science as well as an
math and science as well as an
math and science as well as an overemphasis on standardized testing and
overemphasis on standardized testing and
overemphasis on standardized testing and as we saw before socioeconomic status
as we saw before socioeconomic status
as we saw before socioeconomic status can largely affect resource availability
can largely affect resource availability
can largely affect resource availability and communities and when we see the
and communities and when we see the
and communities and when we see the communities with the least resources
communities with the least resources
communities with the least resources also happen to be minorities communities
also happen to be minorities communities
also happen to be minorities communities it’s quite simple to understand how this
it’s quite simple to understand how this
it’s quite simple to understand how this lack of representation at the academic
lack of representation at the academic
lack of representation at the academic level and institutional level occurs
level and institutional level occurs
level and institutional level occurs another topic that’s glossed over is
another topic that’s glossed over is
another topic that’s glossed over is microaggression and how social
microaggression and how social
microaggression and how social interactions in the office can lead to
interactions in the office can lead to
interactions in the office can lead to conversations rooted in bias and
conversations rooted in bias and
conversations rooted in bias and Prejudice and how that affects minority
Prejudice and how that affects minority
Prejudice and how that affects minority stem in it of itself so what are the
stem in it of itself so what are the
stem in it of itself so what are the actual numbers here we have some figures
actual numbers here we have some figures
actual numbers here we have some figures from NSF and that one on the top is
from NSF and that one on the top is
from NSF and that one on the top is titled race ethnic and gender
titled race ethnic and gender
titled race ethnic and gender demographics of the US and 2014 and
demographics of the US and 2014 and
demographics of the US and 2014 and below is another NSF figure that
below is another NSF figure that
below is another NSF figure that represents a demographic breakdown of
represents a demographic breakdown of
represents a demographic breakdown of engineers and scientists in 2015 and as
engineers and scientists in 2015 and as
engineers and scientists in 2015 and as you can see white men make up 31% of the
you can see white men make up 31% of the
you can see white men make up 31% of the non-institutionalized residents age 16
non-institutionalized residents age 16
non-institutionalized residents age 16 age 18 to 64 however they account for
age 18 to 64 however they account for
age 18 to 64 however they account for 49% of all stem occupants in 2015 Asian
49% of all stem occupants in 2015 Asian
49% of all stem occupants in 2015 Asian women in Asian men account for 2.7 and 3
women in Asian men account for 2.7 and 3
women in Asian men account for 2.7 and 3 percent of residents yet account for 14
percent of residents yet account for 14
percent of residents yet account for 14 and 7 percent of stem occupations
and 7 percent of stem occupations
and 7 percent of stem occupations respectively and while white women are
respectively and while white women are
respectively and while white women are underrepresented accounting for 31
underrepresented accounting for 31
underrepresented accounting for 31 percent of the residential population
percent of the residential population
percent of the residential population and 18 only 18 percent of the stem
and 18 only 18 percent of the stem
and 18 only 18 percent of the stem occupants we see that the white and
occupants we see that the white and
occupants we see that the white and Asian ethnicities alone account for 88
Asian ethnicities alone account for 88
Asian ethnicities alone account for 88 percent of all the stem occupations and
percent of all the stem occupations and
percent of all the stem occupations and only 68 percent of the residential
only 68 percent of the residential
only 68 percent of the residential population black and Hispanic men and
population black and Hispanic men and
population black and Hispanic men and women combined account for 28 percent of
women combined account for 28 percent of
women combined account for 28 percent of the residential population while only
the residential population while only
the residential population while only accounting for 11 percent
accounting for 11 percent
accounting for 11 percent stem occupations and when we
stem occupations and when we
stem occupations and when we specifically look at black and hispanic
specifically look at black and hispanic
specifically look at black and hispanic women alone accounting for about four
women alone accounting for about four
women alone accounting for about four percent of our stem occupations we see
percent of our stem occupations we see
percent of our stem occupations we see that they make up sixteen percent of our
that they make up sixteen percent of our
that they make up sixteen percent of our residential population so what role does
residential population so what role does
residential population so what role does education play in this well we have k12
education play in this well we have k12
education play in this well we have k12 and university programs that reinforce
and university programs that reinforce
and university programs that reinforce patriarchy and cultural dilution that
patriarchy and cultural dilution that
patriarchy and cultural dilution that leave students out of touch with
leave students out of touch with
leave students out of touch with socio-political movements and
socio-political movements and
socio-political movements and influential history and to illustrate
influential history and to illustrate
influential history and to illustrate this point I have two quotes you have
this point I have two quotes you have
this point I have two quotes you have enemies
enemies
enemies good that means you stood up for
good that means you stood up for
good that means you stood up for something in your life and as some of
something in your life and as some of
something in your life and as some of you may know this is from the British
you may know this is from the British
you may know this is from the British Prime Minister Winston Churchill who is
Prime Minister Winston Churchill who is
Prime Minister Winston Churchill who is continually referenced as a crucial
continually referenced as a crucial
continually referenced as a crucial leader during World War two next we have
leader during World War two next we have
leader during World War two next we have a lesser heard reference or even taught
a lesser heard reference or even taught
a lesser heard reference or even taught quote that reads I hate Indians there
quote that reads I hate Indians there
quote that reads I hate Indians there are beastly people with a beastly
are beastly people with a beastly
are beastly people with a beastly religion the famine was of their own
religion the famine was of their own
religion the famine was of their own fault for breeding like rats and this
fault for breeding like rats and this
fault for breeding like rats and this too was Winston Churchill and I think
too was Winston Churchill and I think
too was Winston Churchill and I think that this second quote sheds light on
that this second quote sheds light on
that this second quote sheds light on the historical dilution or
the historical dilution or
the historical dilution or misrepresentation really that we see of
misrepresentation really that we see of
misrepresentation really that we see of prominent figures in academic settings
prominent figures in academic settings
prominent figures in academic settings and because the history of the inception
and because the history of the inception
and because the history of the inception of our universities who built our
of our universities who built our
of our universities who built our universities whose land our universities
universities whose land our universities
universities whose land our universities was built on or who the universities
was built on or who the universities
was built on or who the universities were originally intended for because the
were originally intended for because the
were originally intended for because the answers to these questions go largely
answers to these questions go largely
answers to these questions go largely ignored it’s evident that we don’t care
ignored it’s evident that we don’t care
ignored it’s evident that we don’t care what those answers actually are and what
what those answers actually are and what
what those answers actually are and what about the way that we socialize children
about the way that we socialize children
about the way that we socialize children and how does this shape the way that
and how does this shape the way that
and how does this shape the way that they see themselves in the world here we
they see themselves in the world here we
they see themselves in the world here we have a study from PubMed which reads
have a study from PubMed which reads
have a study from PubMed which reads changes in elementary student
changes in elementary student
changes in elementary student perceptions of science scientists and
perceptions of science scientists and
perceptions of science scientists and science careers and in this experiment
science careers and in this experiment
science careers and in this experiment scientists were examining the change of
scientists were examining the change of
scientists were examining the change of perception of STEM careers after a
perception of STEM careers after a
perception of STEM careers after a curricular module on health and
curricular module on health and
curricular module on health and veterinary
veterinary
veterinary and I’ve referenced the table from the
and I’ve referenced the table from the
and I’ve referenced the table from the study that’s measuring student
study that’s measuring student
study that’s measuring student perception in the form of the draw
perception in the form of the draw
perception in the form of the draw scientist test and here we see pre and
scientist test and here we see pre and
scientist test and here we see pre and post participation scores and when
post participation scores and when
post participation scores and when surveyed during pre participation 65% of
surveyed during pre participation 65% of
surveyed during pre participation 65% of students drew male scientists only and
students drew male scientists only and
students drew male scientists only and around about 90 percent of them would
around about 90 percent of them would
around about 90 percent of them would ruin drawing white scientists only and
ruin drawing white scientists only and
ruin drawing white scientists only and we see that even after the curricular
we see that even after the curricular
we see that even after the curricular module 85% of children were still
module 85% of children were still
module 85% of children were still drawing white scientists only and this
drawing white scientists only and this
drawing white scientists only and this is a largely study phenomenon that we
is a largely study phenomenon that we
is a largely study phenomenon that we will continually see white children
will continually see white children
will continually see white children white excuse me children drawing white
white excuse me children drawing white
white excuse me children drawing white male scientists as the primary vision of
male scientists as the primary vision of
male scientists as the primary vision of what they see a scientist as which means
what they see a scientist as which means
what they see a scientist as which means that it’s very evident by elementary
that it’s very evident by elementary
that it’s very evident by elementary school kids have this preconceived
school kids have this preconceived
school kids have this preconceived notion of who a scientist can be
notion of who a scientist can be
notion of who a scientist can be socially speaking and that the
socially speaking and that the
socially speaking and that the preferences and social expectations that
preferences and social expectations that
preferences and social expectations that we project on to children continue to
we project on to children continue to
we project on to children continue to separate them into these binaries here
separate them into these binaries here
separate them into these binaries here we have another study from the
we have another study from the
we have another study from the Proceedings of the National Academy of
Proceedings of the National Academy of
Proceedings of the National Academy of Science in conjunction with the Yale
Science in conjunction with the Yale
Science in conjunction with the Yale University conducted in 2012 where
University conducted in 2012 where
University conducted in 2012 where scientists were trying to observe the
scientists were trying to observe the
scientists were trying to observe the reactions of men and women with
reactions of men and women with
reactions of men and women with precisely equal qualifications and
precisely equal qualifications and
precisely equal qualifications and subjects were rated on competence higher
subjects were rated on competence higher
subjects were rated on competence higher ability and mentoring and their studies
ability and mentoring and their studies
ability and mentoring and their studies concluded that female scientists were
concluded that female scientists were
concluded that female scientists were less likely to be hired because they
less likely to be hired because they
less likely to be hired because they were seen as less competent here we have
were seen as less competent here we have
were seen as less competent here we have a 2012 report from the President’s
a 2012 report from the President’s
a 2012 report from the President’s Council of Advisors on science and
Council of Advisors on science and
Council of Advisors on science and technology titled double jeopardy gender
technology titled double jeopardy gender
technology titled double jeopardy gender bias against women of color in science
bias against women of color in science
bias against women of color in science and I’ve highlighted some of the key
and I’ve highlighted some of the key
and I’ve highlighted some of the key points that speak to the microaggression
points that speak to the microaggression
points that speak to the microaggression that we see in working environments 60%
that we see in working environments 60%
that we see in working environments 60% of Latina surveyed received backlash for
of Latina surveyed received backlash for
of Latina surveyed received backlash for expressing anger feeding the common
expressing anger feeding the common
expressing anger feeding the common stereotype of angry latina we see that
stereotype of angry latina we see that
stereotype of angry latina we see that 48
48
48 of black women and 47% of Latinas
of black women and 47% of Latinas
of black women and 47% of Latinas surveyed report having been mistaken for
surveyed report having been mistaken for
surveyed report having been mistaken for administrative or custodial staff and
administrative or custodial staff and
administrative or custodial staff and that 77% of black women report having to
that 77% of black women report having to
that 77% of black women report having to repeatedly prove themselves in the work
repeatedly prove themselves in the work
repeatedly prove themselves in the work environment and the report also notes
environment and the report also notes
environment and the report also notes that quote women walk a tightrope
that quote women walk a tightrope
that quote women walk a tightrope between being seen as too feminine and
between being seen as too feminine and
between being seen as too feminine and so light but not respected or too
so light but not respected or too
so light but not respected or too masculine and so respected but not light
masculine and so respected but not light
masculine and so respected but not light and I think that this quote really
and I think that this quote really
and I think that this quote really brings the conversation full circle to
brings the conversation full circle to
brings the conversation full circle to our original point which is that the
our original point which is that the
our original point which is that the lack of diversity in stem is an
lack of diversity in stem is an
lack of diversity in stem is an intersectional issue and that as a woman
intersectional issue and that as a woman
intersectional issue and that as a woman of color not only do you face
of color not only do you face
of color not only do you face discrimination on this choice or
discrimination on this choice or
discrimination on this choice or ultimatum really of feminine expression
ultimatum really of feminine expression
ultimatum really of feminine expression or respect but you also face
or respect but you also face
or respect but you also face discrimination on the basis of race so
discrimination on the basis of race so
discrimination on the basis of race so what can we do well we can start by
what can we do well we can start by
what can we do well we can start by asking how are you how am I even as a
asking how are you how am I even as a
asking how are you how am I even as a non black minority participating in the
non black minority participating in the
non black minority participating in the systems that create race and gender
systems that create race and gender
systems that create race and gender biases how is our unwillingness to speak
biases how is our unwillingness to speak
biases how is our unwillingness to speak about these issues equating to the
about these issues equating to the
about these issues equating to the erasure of minority problems I want you
erasure of minority problems I want you
erasure of minority problems I want you to ask yourself is my advocacy
to ask yourself is my advocacy
to ask yourself is my advocacy performative Who am i performing it for
performative Who am i performing it for
performative Who am i performing it for and why making sure that as scientists
and why making sure that as scientists
and why making sure that as scientists were not only demonstrating when our
were not only demonstrating when our
were not only demonstrating when our funding is in jeopardy and understanding
funding is in jeopardy and understanding
funding is in jeopardy and understanding that many of these issues began before
that many of these issues began before
that many of these issues began before the previous presidential election I
the previous presidential election I
the previous presidential election I also want us to understand that science
also want us to understand that science
also want us to understand that science always has been and always will be
always has been and always will be
always has been and always will be political so if we continue as
political so if we continue as
political so if we continue as scientists to play pretend like we are
scientists to play pretend like we are
scientists to play pretend like we are exempt from these biases that we’re in
exempt from these biases that we’re in
exempt from these biases that we’re in fact only reinforcing the exact biases
fact only reinforcing the exact biases
fact only reinforcing the exact biases we played pretend not to exist in the
we played pretend not to exist in the
we played pretend not to exist in the first place and I want to add that I’ve
first place and I want to add that I’ve
first place and I want to add that I’ve just began to really scratch the surface
just began to really scratch the surface
just began to really scratch the surface of this conversation and I
of this conversation and I
of this conversation and I everyone here to expand this
everyone here to expand this
everyone here to expand this conversation to members of the queer and
conversation to members of the queer and
conversation to members of the queer and trans community or the community of
trans community or the community of
trans community or the community of people with disabilities and try and
people with disabilities and try and
people with disabilities and try and conceptualize how their struggles may
conceptualize how their struggles may
conceptualize how their struggles may add to this disparity and furthermore
add to this disparity and furthermore
add to this disparity and furthermore what we plan to do on it about it really
what we plan to do on it about it really
what we plan to do on it about it really as a community I’m going to finish with
as a community I’m going to finish with
as a community I’m going to finish with a quote from Senator Cisneros which
a quote from Senator Cisneros which
a quote from Senator Cisneros which reads I try to be as honest about what I
reads I try to be as honest about what I
reads I try to be as honest about what I see and to speak rather than be silent
see and to speak rather than be silent
see and to speak rather than be silent especially if it means I can save lives
especially if it means I can save lives
especially if it means I can save lives or serve humanity thank you
or serve humanity thank you
or serve humanity thank you [Applause]
”
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