The situation of women and minorities in mathematics: A civil rights issue

Ivelisse RubioDepartment of Computer ScienceUniversity of Puerto Rico, Río Piedras

Martin Luther King,

Jr.

Speech delivered on August 28, 1963, at the Lincoln Memorial, Washington D.C.

“… One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. …” 

MLK August 28, 1963

“… Now is the time to make real the promises of democracy. …

… Nineteen sixty-three is not an end, but a beginning. …

… And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. …”

MLK August 28, 1963

“… We can never be satisfied as long as our children are stripped of their self-hood and robbed of their dignity by signs stating: "For Whites Only." We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. …”

MLK August 28, 1963 speech

Our full citizenship and economical access depends on math and science literacy.

Access to quality education and therefore participation in leading roles in society depends on good mathematics preparation, among other things.

“ … freshman mathematics and science courses have all too often been burial grounds for the aspirations of minority students who enter college with the goal of majoring in engineering, or one of the sciences. … . Many of these students, moreover, dropped out of the University.”

Uri Treisman, Lessons Learned from FIPSE Projects II - September 1993

Education is "the civil rights issue of our generation"

Arne Duncan, Education Secretary, USA Today, July 26,2010

"The administration is dedicated to equity in education and we've been working very closely with the civil rights community to develop the most effective policies to close the achievement gap, turn around low performing schools and put a good teacher in every classroom,"

Justin Hamilton, Education Department spokesman, USA Today, July 26,2010

Civil Rights

1960’s

getting Blacks registered to vote

Voting is not for Blacks

2010’s

getting minorities math literate

Mathematics is not for women or minorities

“As I've said before, it has to do with the IQ of the minorities. They don't have what it takes to succeed in this society or educational system, dumbed down as it is.”

Comment of a reader, USA Today, July 26, 2010

“Education reform? You mean not making blacks and Hispanics learn to read and write and forcing white kids to do the homework for those "less fortunate". Most high schools across the country graduate fewer than 50% of entering minorities and you think MORE MONEY to the teachers unions will fix that?? Right.....”

Comment of a reader, USA Today, July 26, 2010

“No amount of money thrown at the education system will close the gap between blacks and other races that hold education higher. Blacks just don't get it”

Comment of a reader, USA Today, July 26, 2010

Outline

Statistics Some Thoughts Examples of Programs More Statistics Success Stories Conclusion

5% 3%

0%

14%

78%

Hispanic

Black

Native American

Asian American/Pacif ic Islander

White

PhD’s in Mathematics1989-2008

8% Underrepresented minorities

15%

12%

1%

4%

68%

US Demographics2007

28% Underrepresented minorities

Ethnicity of US Citizen/Permanent Residents

Demographics of US Citizen/Permanent Residents (Projections)

19%

13%

1%

7%

60% Hispanic

Black

Native American

Asian American/Pacific Islander

White

27%

13%

1%

10%

49%2030

2060

Gender of US Citizen/Permanent Resident PhD’s 1989-2008

27%

73%

FemaleMale

PhD’s 1989-2008

Ethnic Representation

0

2

4

6

8

10

12

14

16

Black Hispanic Native American

Percentage Population 2007

Bachellors 1989-2006

PhD's 1989-2008

Ethnic & Gender Representation

0

10

20

30

40

50

60

Women Underrepresented Minorities

Percentage Population 2007

Bachellors 1989-2006

PhD's 1989-2008

Some Thoughts

Reasons for underrepresentation ? UPR, Humacao; female graduates continuing to

graduate school• before 1999, 3% (2/62)• From 1999 to 2003, 32% (8/25)

We need to do a better job identifying and cultivating the mathematical talent of women and in minority communities.

More thoughts…

Where are the minority students? Are we all competing for the same students? Harder to discover and develop talent Do not lower the standards Provide the opportunities and support “The PI’s will encourage the participation of women

and minorities”

Examples of successful programs or projects aimed at finding and cultivating the talent of women and underrepresented minority populations.

EXAMPLES OF PROGRAMS

AMS Award: Mathematics Programs that Make a Difference

aim to bring more persons from under-represented minority backgrounds into some portion of the pipeline beginning at the undergraduate level and leading to advanced degrees in mathematics and professional success, or retain them once in the pipeline;

have achieved documentable success in doing so; and are replicable models.

Award to Programs that:

Advancing Hispanics/Chicanos and Native Americans in science

Annual Conference

Student Presentations

Grad School and Fellowship opportunities

Talks

Networking and mentoring

SACNAS Conference

Student presentations

Mentoring and networking

Information about graduate school

Nebraska Conference for Undergraduate Women in Mathematics

Three-day weekend undergraduate math research conference furthering mathematics among African Americans

Presentations on current research by noted mathematicians

Student presentations on undergraduate research

Exposure to careers in mathematics

Discussion of graduate school issues

Direct contact with graduate school representatives

The National Association of Mathematicians' Undergraduate MATHFest

Infinite Possibilities

promote, educate, encourage and support minority women interested in mathematics and statistics

Every 2 years

Hosted by Math Depts or institutes

Every summer MTBI offers sequential research experiences for undergraduates and graduate students, most of whom come from underrepresented minority groups.

MTBI focuses on the field of applied mathematics, in particular on applications to the biological and social sciences, and provides research training and mentorship for students.

 

Mathematical Theoretical Biology Institute (MTBI)Arizona State University

Summer Program

A seven-week program aimed at talented undergraduate students in the mathematical sciences

SUMSRI’s program is especially focused on, but not limited to, African Americans and other underrepresented minorities and women. 

SUMSRI’s program goals are to encourage minority students and women to become mathematical research scientists. 

Summer Undergraduate Mathematical Science Research Institute (SUMSRI) Miami University

Summer Program

Increase the number of Latinos/as and Native Americans earning graduate degrees and pursuing careers in the mathematical sciences. 

Students participate in a mathematics seminar, attend a series of colloquium talks, complete an undergraduate research project, learn about the skills and techniques needed for research careers, and present their work at the SACNAS conference and the Joint Mathematics Meetings 

Summer Institute in Mathematics for Undergraduates Universidad de Puerto Rico, Humacao

Summer Program

Grant to host a MAA Student Research Program at their own campus over the summer

Aimed at minorities at critical points of their career

Providing mentoring in a challenging summer program

Make students more competitive

Strengthening Underrepresented Minority Mathematics Achievement NREUP

Increase the presence of women, with a special focus on women of color, in the upper ranks of mathematical scientists

Summer academic component and a mentoring component.

 

Enhancing Diversity in Graduate Education (EDGE)Bryn Mawr College and Spelman College

Summer Program

1995: University of Iowa made a long-term commitment to substantially increase the number of its US graduate students from underrepresented minority groups.

The program include a three-week intensive Summer Institute for incoming students, faculty mentoring for all students and peer mentoring at key points in the graduate career.

Graduate ProgramDepartment of Mathematics, University of Iowa

Graduate Program

The Department of Computational and Applied Mathematics (CAAM) at Rice University has been one of the most successful departments in the nation in mentoring and producing mathematical sciences doctorates drawn from underrepresented minority groups

Department of Computational and Applied Mathematics (CAAM) Rice University

GraduateProgram

More data…

Number of Bachelors Degrees 1989-2006

0

200

400

600

800

1000

1200

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 2000 2001 2002 2003 2004 2005 2006

Black Hispanic Native American

Number of PhD’s 1989-2008

0

5

10

15

20

25

30

35

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Black Hispanic Native American

Number of Female PhD’s 1989-2008

0

50

100

150

200

250

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Women

SUCCESS STORIES

Babatunde OguntimeinSummer Program: RUSIS, NSF/SBE Summer Research

Undergraduate Institution: University of Maryland-Baltimore CountyMajor: Financial Economics and Mathematics

Graduate Institution: Clemson UniversityDegree obtained: Masters of Arts – Economics

“Before attending either of these programs, I was just going through the

motions of college without any real direction. … I am convinced that without these programs I will not be where I am

today both academically and career wise. .”

Laura SmithSummer Program: AMSSI

Undergraduate Institution: Western Washington UniversityMajor: Mathematics

Graduate Institution 2: University of California, Los Angeles Degree obtained: PhD in progress (2012)

“ I received my Bachelor's degree at a non-research oriented institution. … Without these opportunities, I would

never have been accepted into the highly ranked program at UCLA.“

Talithia Williams

“The EDGE program provided me with a cohort of women to navigate through

graduate school with.  They also connected me with very supportive

professors who wanted me to graduate with a Ph.D.  Their motivation and

inspiration was second only to the Lord.  Without His support, I would have quit

long ago.”

Summer Program: EDGE 2009

Undergraduate Institution: Spelman CollegeMajor: Mathematics (Physics minor)

Graduate Institution: Rice University Degree obtained: MS, PhD in statistics

Assistant Professor at Harvey Mudd

Ashley CrumpSummer Program: SMI, EDGE

Undergraduate Institution: Howard UniversityMajor: Mathematics

Graduate Institution: Princeton University Program for Applied and Computational MathematicsDegree obtained: PhD in progress (2012)

“My experience at SMI prompted me to challenge myself in my classes and

solidified my decision to attend graduate school. Programs like EDGE and SMP have helped me to realize that real efforts must

be made to have the face of science represent the changing face of America. ”

Rachelle DeCosteSummer Program: EDGE

Undergraduate Institution: Connecticut CollegeMajor: Mathematics

Graduate Institution: University of North Carolina, Chapel HillDegree obtained: MS, PhD in Mathematics

Postdoc: United States Military Academy, West Point

Wheaton College, MA, Assistant Professor of Mathematics

“ Rhonda Hughes was a huge support to me and encouraged me to continue my studies when it felt like I wasn't going to make it.

Having her as a support system, both during my graduate career, and since then has

been invaluable. “

Beverly GonzalezSummer Program: RUSIS, MTBI

Undergraduate Institution: University of IllinoisMajor: Mathematics

Graduate Institution 2: Brown UniversityDegree obtained: PhD in Biostatistics, in progress

“I simply can not describe how grateful I am to have met these two professors (Dr. Carlos Castillo Chavez and Dr. Javier Rojo),

to have taking advantage of what their programs had to offer and their

mentoring, and to continue to meet so many wonderful people even to this day

that do care about our success.”

Luis A. MedinaSummer Program: SIMU

Undergraduate Institution: University of Puerto Rico, HumacaoMajor: Mathematics

Graduate Institution 2: Tulane UniversityDegree obtained: PhD in Computational Mathematics

Postdoc: Rutgers

Assistant Professor, UPR, Rio Piedras

“SIMU has been one of the most important

and pleasant experiencesof my life. It was an important step toward the completion of my Ph.D.”

Leobardo RosalesSummer Program: SIMU

Undergraduate Institution: University of California,San DiegoMajor: Mathematics

Graduate Institution: StanfordDegree obtained: PhD in Mathematics

Postdocs: University of British Columbia, Rice “Before attending the SIMU summer

program, I knew nothing of what it meant to go to graduate school … my older

brother and I were the first even in our extended family to attend university. After my experience in SIMU … and encouraged by my mentors, particularly Dr Victor Moll

… I was determined to enroll in a top graduate program. "

Benjamin MorenoSummer Program: AMSSI

Undergraduate Institution: Cal Poly PomonaMajor: Mathematics

Graduate Institution: Arizona State UniversityDegree obtained: Master's of Science, Molecular and Cellular Biology

“… I am also looking for a PhD program to continue my education. The program's

impact on my life is very clear for me:  if I had not participated, I would not be

aware of all of the career opportunities in scientific research."

Huimei DelgadoSummer Program: SMI at Cornell

Undergraduate Institution: University of the PacificMajor: Mathematics and Economics

Graduate Institution: Cornell UniversityDegree obtained: In progress

“… I did not have the opportunity to learn about graduate programs until I attended

SMI. Without SMI I most likely would never have applied for graduate school."

Roberto Ramon Rodriguez Summer Program: AMSSI

Undergraduate Institution: North Carolina State UniversityMajor: Mathematics and Economics

Graduate Institution: Applications submitted to MIT, Stanford, Duke, NC State, and University of North Carolina – Chapel HillDegree seek: PhD in Computer Science “… I had no concept of how mathematics

was actually used in research … I also had no intention of attending graduate school… helped me obtain my current

research position at MIT Lincoln Laboratory. … I am now in the process of applying and returning to graduate school

to receive a PhD in Computer Science.”

Brandilyn StiglerSummer Program: SIMU

Undergraduate Institution: New Mexico State UniversityMajor: BS - Mathematics (Minors: computer science and Spanish)

Graduate Institution: New Mexico State University, Virginia TechDegree obtained: MS, PhD in Mathematics

Postdoc: Mathematical Biosciences Institute

Assistant Professor, Southern Methodist University

“ I was exposed to areas of mathematics that were inaccessible in my undergraduate institution. This helped foster a love for pure mathematics and a desire for the discovery

process. Secondly, I was introduced to a lifelong community of mentors and peers.”