Transcript Slide 1

Setting the UC Context for Issues
of the Double Bind
Yolanda Moses
Associate Vice Chancellor for Diversity, Excellence,
and Equity & Professor of Anthropology
UC Riverside
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Two Key Documents
in the Double Bind Literature
1) (1976). Malcolm, Hall, and Brown. “The Double Bind: The
Price of Being a Minority Woman in Science.” American
Association for the Advancement of Science
2) (2011). Ong, Wright, Espinosa, and Orfield. “Inside the
Double Bind: A Synthesis of Empirical Research on
Undergraduate and Graduate Women of Color in Science,
Technology, Engineering, and Mathematics.” Harvard
Educational Review
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“The Double Bind” (1976)
• There is little information and no data on the status of
women of color in science.
• Women of color in science were excluded from programs for
underrepresented populations or programs for women
because of biases related to both their race or ethnicity and
gender, constituting a double bind.
• Programs for underrepresented populations were
dominated by male scientists or majority women: “minority
women were, in fact, falling somewhere in between the
funded efforts to improve science opportunities for
minorities and efforts to advance women in science.”
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“The Double Bind” (1976)
• Conference attendees recommended that the educational
system offer “only what the system already offers male
students”: access to financial aid information, supportive
student services, faculty role models, research training,
counseling, and job placement services.
• Conference attendees recommended that employers
institute flexible work schedules, financial and policy
support for child care, grant writing education, career
workshops, communication networks, mentoring,
appointment to advisory councils, data collection by race
and by gender.
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“Inside the Double Bind” (2011)
• The “Double Bind” continues: “URM women remain
proportionally underrepresented [in STEM] relative to their
representation in the U. S. Population.”
• Inadequacy of programs: “history has borne out the reality
that programs intended to serve women disproportionately
benefit White women, and programs intended to serve
minorities mainly benefit minority males.”
• The double bind remains as “the way in which race/ethnicity
and gender function simultaneously to produce distinct
experiences for women of color in STEM.”
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“Inside the Double Bind” (2011)
• “The pernicious myth that women of color are underrepresented in STEM fields because they are simply not
interested in pursuing scientific careers continues to
circulate.”
• Authors review research on undergraduate and graduate
students; little research on the double bind for faculty in
STEM.
• Support from peers and faculty are inadequate: “Young
women of color in science have to carry out a tremendous
amount of extra, and indeed, invisible work in order to gain
acceptance from their male . . . peers and faculty.”
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“Inside the Double Bind” (2011)
Research shows several common characteristics across the
undergraduate, graduate, and faculty experience:
• Difficulties of transition and points of loss between the
academic stages
• Critical role that climate plays in women’s retention in STEM,
including issues of isolation, identity, invisibility,
negotiating/navigation, microaggressions on a daily basis,
sense of belonging, and tokenism
• “. . . Creating more women of color STEM PhDs and getting
them into faculty positions could help foster cultural changes
that would improve overall faculty support for and increase
the enrollment and retention of minority women.”
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What Do We Need to Know About UC?
• Some of the infrastructure problems found in the
educational system have been addressed, i.e. access to
financial aid information, research training, and career
counseling.
• Family friendly policies for faculty are in place.
• Each campus has in place a diversity/equity structure to
support women of color.
• Data collection is underway to help us define successes,
challenges, and next steps.
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100%
From Students to Scholars:
Female Headcount by Ethnicity
High School Graduates and UC Enrollees 2009-10
Degrees Conferred 2010-11
90%
80%
25%
33%
43%
70%
60%
75%
14%
43%
50%
40%
30%
37%
Asian
20%
27%
10%
0%
White/Other
45%
7%
16%
1%
California HS
Graduates
White/Other
Hispanic
14%
4%
1%
3%
American Indian
1%
3%
7%
1%
UC Enrollees
UC Bachelor's
conferred
UC Doctorate's
conferred
66,112
3,823
10,887
1,312
Asian
27,966
6,580
9,493
245
Hispanic
90,627
4,004
4,099
130
American Indian
1,706
129
144
9
African American
14,547
657
827
57
Sources: UC ADVANCE PAID Data Portfolio from the following tables: Pipeline Analysis of California Public High School Students to UC Enrollees, 2009-10
Number and Percent of Total UC Bachelor Degrees Conferred by Gender, Ethnicity, and Discipline - 2010-11
Number and Percent of Total UC Doctoral Degrees Conferred by Gender, Ethnicity, and Discipline - 2010-11
African American
UC tenure-line and equivalent Faculty, UC SBS Faculty,
and UC STEM Faculty: Female Headcount by Ethnicity, Fall 2011
100%
90%
80%
70%
60%
73%
71%
74%
50%
40%
White/Other
30%
Asian
20%
16%
10%
6%
4%
UC Faculty
0%
White/Other
12%
1%
7%
2%
5%
UC SBS Faculty
American Indian
1%
5%
UC STEM Faculty
2,043
414
397
Asian
444
72
124
Hispanic
177
40
26
American Indian
31
9
3
African American
106
27
5
Source: UC ADVANCE PAID Data Portfolio from the following tables:
Ladder and Equivalent Rank Faculty with Tenure by Discipline by Gender by Ethnicity with percentages
UC Systemwide Female STEM Faculty by Ethnicity by Year
UC Systemwide Female SBS Faculty by Ethnicity by Year
Hispanic
22%
1%
African American
Ethnicity of Applicants, Interviewees and Hires
for UC Faculty and UC STEM Faculty Positions, 2011-12
All Disciplines
STEM Disciplines Only
100%
90%
80%
70%
60%
50%
White/Oth
40%
Hispanic
30%
African-Amer.
Amer.-Indian
20%
Asian
10%
0%
Applicants
Interviewees
Hires
STEM
Applicants
STEM
Interviewees
STEM Hires
White/Oth
72.3%
72.0%
70.0%
66.4%
69.1%
66.0%
Hispanic
4.9%
6.1%
7.8%
4.4%
5.4%
7.5%
African-Amer.
2.1%
2.4%
3.8%
2.0%
2.4%
4.4%
Amer.-Indian
0.3%
0.5%
0.7%
0.1%
0.5%
0.0%
Asian
20.4%
18.9%
17.7%
27.0%
22.7%
22.0%
Source: UC Systemwide Faculty Search Data Report for 2011-12