University Press Week Blog Tour: Science

It’s University Press Week and the Blog Tour is back! This year’s theme is #TurnItUP. Today’s theme is Science

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Johns Hopkins University Press @JHUPress

To Be Determined

Princeton University Press @PrincetonUPress

Our director Christie Henry will be writing about the evolution of science publishing at university presses, with a focus on how the evolution and long-term sustainability of these programs depend on the ability to create equitable and inclusive populations of authors.

Rutgers University Press @rutgersupress

We’ll post about Finding Einstein’s Brain by Frederick Lepore, MD.

University Press of Colorado @UPColorado

Imagination requires hope: at once a mode of survival and a form of resistance. A post from UPC author Char Miller.

Columbia University Press @ColumbiaUP

Our new acquisitions editor in the sciences, Miranda Martin, will write a guest blog post about why it’s important for University Presses to publish in the sciences and what her vision is for a list moving forward.

University Press of Toronto @utpress

We reach back to the archives of The Heritage Project at UTP to highlight some key titles from our backlist on the history of science.

University of Georgia Press @ugapress

The post will be of the latest episode of our podcast and it will feature a talk William Bryan gave recently at the Decatur Book Festival for his book The Price of Permanence: Nature and Business in the New South. Bryan’s book is in our Environmental History and the American South series and is about the efforts business leaders in the post-civil war south took to promote environmental stewardship through something they called “permanence,” which is a sort of precursor to what we think of as sustainability.

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A sneak peek at the new issue of KALFOU

This week in North Philly Notes, we showcase the new issue of KALFOU, and the symposium on race and science, a highlight of Volume 5 issue 1.

Volume 5 Issue 1 of KALFOU features a symposium on race and science in which distinguished scholars from across the disciplines address the ways in which current developments in genomic research pose new challenges for analyses of the social construction of race. Advances in genetic research have provoked a revival of the claim that race has a genetic basis, a claim that has now been embraced by pharmaceutical companies seeking to make profits by marketing drugs that profess to address illnesses endemic to specific racial groups and by social scientists eager to explain racially skewed life outcomes as the product of the genetic defects of aggrieved groups rather than the result of racist practices, processes, and structures.  The symposium features astute and insightful articles by anthropologists Michael Montoya and John Hartigan, historians Terence Keel and Gabriela Laveaga-Soto, sociologists Ruha Benjamin and James Doucet Battle, and physician and public health scholar Claudia Chaufan.  Although these authors deploy a diverse range of scholarly methods and perspectives, their arguments cohere around an insistence that genetic research itself actually shows that race is a political rather than a biological category and that the “new” arguments about sciences and race are simply reiterations of very old forms of scientific racism.

George Lipsitz

Kalfou_generic-cover_102015Kalfou Vol. 5 Issue 1. Table of Contents:

SYMPOSIUM ON RACE AND SCIENCE • edited by Terence D. Keel and George Lipsitz

Race on Both Sides of the Razor • Terence D. Keel
Facing Up to Neanderthals • John Hartigan Jr.
What Can the Slim Initiative in Genomic Medicine for the Americas (SIGMA)
Contribute to Preventing, Treating, or Decreasing the Impact of Diabetes
among Mexicans and Latin Americans? • Claudia Chaufan
Race, Genetics, and Health: Transforming Inequities or Reproducing
a Fallacy? • Michael J. Montoya
Prophets and Profits of Racial Science • Ruha Benjamin
Race and the Epigenetics of Memory • Gabriela Soto Laveaga
Ennobling the Neanderthal: Racialized Texts and Genomic Admixture • James Doucet-Battle
Concluding Remarks: Social Justice Requires Biocritical Inquiry • Terence D. Keel

FEATURE ARTICLE
Feminist Mobilization in MEChA: A Southern California Case Study • Gustavo Licón

IDEAS, ART, AND ACTIVISM
TALKATIVE ANCESTORS
Cedric Robinson: “For a People to Survive in Struggle”

LA MESA POPULAR
The Septuagenarians’ Sankofa Dialogue • Kalamu ya Salaam and Jerry W. Ward Jr.

ART AND SOCIAL ACTION
The Play’s the Thing: An Interview with Rosten Woo • J.V. Decemvirale

MOBILIZED 4 MOVEMENT
“It Is Time for Artists to Be Heard”: Artists and Writers for Freedom, 1963–1964 • Judith E. Smith

TEACHING AND TRUTH
A UK–US “Black Lexicon of Liberation”: A Bibliography of African American
and Black British Artists, Artworks, and Art-Making Traditions • Celeste-Marie Bernier

IN MEMORIAM
James Oliver Horton, 1943–2017 • Melani McAlister

Temple University Press is having a Back-to-School SALE!

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What we know about gender, race, and STEM – African American women

Sandra Hanson, author of Swimming Against the Tide explains that African American women are interested in Science, Technology, Engineering, and Math.

A recent publication (in Cultural Diversity and Ethnic Minority Psychology) by a group of psychologists found that race and gender intersect in understanding Science, Technology, Engineering and Math (STEM) attitudes and participation. The research team was headed by Laurie T. O’Brien and focused especially on African American women. The researchers and subsequent media reports on the findings (e.g. in Inside Higher Ed and The Chronicle of Higher Education) expressed surprise at the high interest and participation in STEM among African American women. Several decades ago I began doing research on African American women in STEM funded by the National Science Foundation (NSF). Although some researchers have not focused on the way that race/ethnicity and gender interact to affect STEM experiences we have known for some time that we can expect the unexpected when it comes to African American girls and women in STEM. Some have argued that because women do less well in STEM and minorities do less well in STEM, there will be a double disadvantage for African American women.

Layout 1The argument of double jeopardy sees race and gender as additive. My findings from a representative sample of young African American women (published in a number of journal articles and in my book, Swimming Against the Tide: African American Girls and Science Education) suggested otherwise. Quantitative data from my sample and larger NSF surveys as well as open-ended questions and responses to vignettes were critical in measuring the young women’s experiences. They loved science. The young African American women signed up for science classes, loved doing experiments, went to science camp, and had posters of scientists on their walls. One young woman said that “science was like opening up a present from your favorite aunt.” My findings provided considerable evidence for the African American family and community as key in understanding this love of science. African American families have always made considerable investment in and had high educational and occupational expectations for their daughters.

African American women have historically combined work and family roles. The answer to young African American women’s high level of interest and participation in STEM does not come from schools and teachers. In fact, the young women in my sample experienced considerable difficulty in the STEM classroom. One young girl reflected the opinion of many when she described the attitude of science teachers –“They looked at us like we weren’t supposed to be scientists.” The young women reported not being called on in the classroom and not being chosen as lab partners. Somehow, in spite of the chilly classroom climate, a disproportionate number of African American women manage to “swim against the tide” and persevere in STEM education and occupations.

Data from NSF show that African American women persist in many areas of STEM at a higher rate than do white women. My recent research on the male dominated area of engineering shows that even here African American women earn the largest share of doctorates relative to men (when looking within race/ethnic groups). In my testimony to the U.S Congress (Subcommittee on Girls in Science) I suggested that we need better teachers, science classrooms, and science textbooks. When young African American women look around them and see white teachers and white scientists in the science textbooks, they do not feel welcome. The considerable agency that African American women show in the context of a white, male STEM culture is encouraging. One can only imagine the increased number of talented African American women who would participate in STEM education and occupations in a more welcoming climate. The major science organization in the U.S. – the National Science Foundation – has recognized the problem and is funding a good number of programs to encourage minorities and minority women in STEM. After all, diversity in science makes for better science.

Sandra Hanson provides testimony as an expert witness at a House Subcommittee

1904_regIn this blog entry, Sandra Hanson, author of Swimming Against the Tide: African American Girls and Science Education, describes her research providing testimony at the House Subcommittee on “Encouraging the Participation of Females Students in Science, Technology, Engineering and Mathematics Fields.”

Statistics on degrees and jobs in science published by the National Science Foundation show progress for women and minorities in science, technology, engineering, and mathematics (STEM). However they also show that a gap remains, especially in science occupations. I am optimistic about the gains, but we must still work on making science more inclusive.

These young women love science. However, when they go into the science classroom, one girl suggests that teachers “look at us like we are not supposed to be scientists.” What do these young girls say about changing the science classroom? They want, for example: better preparation in STEM in the early years and access to advanced STEM tracks in the later years, changes that make science more accessible, better trained and motivated teachers, smaller classes, more work in groups (cooperative learning), more hands-on experiences (and an active laboratory component), more gender and race diversity in science teachers and curriculum (especially text books), high expectations for all students, special programs to encourage women and minorities in science, and more access to mentoring and networking. My research and other research supported by the National Science Foundation suggest that these changes in STEM education would benefit all youth. In the Q and A after the testimony Representative Fudge (D-OH) asked about access to science for girls (and boys) in inner-city schools. I noted in my response a need to equalize resources across school districts. Children unlucky enough to be born in a lower-income school district should not have to deal with science classrooms that lack good teachers, textbooks and equipment.

The committee inquired about other things that might be done to reduce the gender gap in science. I noted some of my research on girls and sport in my testimony. My research shows that sport provides an important resource in enhancing young women’s science access and achievement. It encourages independence, teamwork, and competition – the same traits that tend to be associated with women’s success in the male domain of science. Female athletes have an advantage in science over non-athletes. Young girls who are given an early opportunity to be involved in sport may well be less intimated and more prepared for the culture of science classrooms and work settings. It was encouraging to hear Representatives Ehlers (R-MI) and Fudge (D-OH) as well as Cheryl Thomas (one of the experts providing testimony at the hearing who is President and Founder of Ardmore Associates, LLC) express interest and support for this notion.

When second grade girls and boys are asked to draw a picture of a scientist they often draw a white male who is alone and ominous looking. This is not an attractive image for boys or girls. We need to change the image of science for all youth and importantly we need to make science available to all. If we are to be economically competitive in an age of global markets we need diverse strategies, skills, and competence in STEM. Students in the U.S. (male and female) score behind students from many other countries on math and science exams. We need to improve the quality of our science education system. We know what works. The new practice guide by the National Center for Education Research (“Encouraging Girls in Math and Science”) offers five recommendations for schools and teachers for increasing girls’ participation and interest in science. Guides such as this one need to be integrated in a routine way into U.S. STEM programs.

For more information on Sandra Hanson’s Swimming Against the Tide, visit: http://www.temple.edu/tempress/titles/1904_reg.html

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