1
00:00:12,250 --> 00:00:06,150
you

2
00:00:17,230 --> 00:00:14,340
[Music]

3
00:00:19,359 --> 00:00:17,240
welcome once again thank you all so much

4
00:00:21,790 --> 00:00:19,369
for being here this morning at what is

5
00:00:24,400 --> 00:00:21,800
the second ever plenary session at AB

6
00:00:26,080 --> 00:00:24,410
saikhan devoted to education and for

7
00:00:28,689 --> 00:00:26,090
that I'd like to give a special thanks

8
00:00:30,880 --> 00:00:28,699
to Mary Wojtek Steve - and my fellow

9
00:00:38,439 --> 00:00:30,890
members of the scientific organizing

10
00:00:40,869 --> 00:00:38,449
committee right on so my name is Daniela

11
00:00:43,810 --> 00:00:40,879
Scalise and I'm the education lead for

12
00:00:45,790 --> 00:00:43,820
the astrobiology program at NASA I am my

13
00:00:47,709 --> 00:00:45,800
co conveners Melissa curvin Brooks and

14
00:00:51,190 --> 00:00:47,719
Erich Mielke or from whom you'll hear in

15
00:00:53,920 --> 00:00:51,200
a moment extend a special welcome to our

16
00:00:56,139 --> 00:00:53,930
panelists our speakers victoria plot

17
00:00:59,440 --> 00:00:56,149
Gerhardt's honored and Richard Pitts

18
00:01:01,869 --> 00:00:59,450
they are all social scientists actively

19
00:01:03,639 --> 00:01:01,879
working on issues in increasing

20
00:01:06,400 --> 00:01:03,649
diversity in education and in the

21
00:01:08,050 --> 00:01:06,410
workplace we're very grateful for them

22
00:01:09,790 --> 00:01:08,060
for coming out making the trip all the

23
00:01:14,620 --> 00:01:09,800
way out here today to share their

24
00:01:17,020 --> 00:01:14,630
knowledge and wisdom with us alright so

25
00:01:19,570 --> 00:01:17,030
our theme today is astrobiology

26
00:01:22,960 --> 00:01:19,580
education in a diverse world and toward

27
00:01:26,410 --> 00:01:22,970
a better one our aim is to inform

28
00:01:28,899 --> 00:01:26,420
inspire and empower you to embrace the

29
00:01:31,060 --> 00:01:28,909
vision of an astrobiology community that

30
00:01:33,850 --> 00:01:31,070
is stronger and more whole through

31
00:01:36,670 --> 00:01:33,860
diversity and to take action to realize

32
00:01:39,490 --> 00:01:36,680
that vision for those of you who were at

33
00:01:42,219 --> 00:01:39,500
the last apps icon two years ago at the

34
00:01:43,990 --> 00:01:42,229
first ever education plenary session you

35
00:01:45,700 --> 00:01:44,000
may remember that our charge to you

36
00:01:48,039 --> 00:01:45,710
there was to weave into your

37
00:01:49,870 --> 00:01:48,049
professional scientific identity the

38
00:01:52,539 --> 00:01:49,880
valuing of and participating in

39
00:01:55,330 --> 00:01:52,549
education and outreach so we echo that

40
00:01:58,359 --> 00:01:55,340
here today and charge you to weave in a

41
00:02:00,520 --> 00:01:58,369
commitment to expanding diversity for

42
00:02:03,639 --> 00:02:00,530
our community we recognize that each of

43
00:02:05,319 --> 00:02:03,649
you is different different backgrounds

44
00:02:08,169 --> 00:02:05,329
different institutions different

45
00:02:09,910 --> 00:02:08,179
disciplines and we hope that the

46
00:02:12,009 --> 00:02:09,920
information that shared today will

47
00:02:13,360 --> 00:02:12,019
provide you a foundation from which each

48
00:02:16,060 --> 00:02:13,370
of you can work perhaps in a different

49
00:02:18,449 --> 00:02:16,070
way perhaps and unified ways toward a

50
00:02:20,619 --> 00:02:18,459
more diverse and equitable future and

51
00:02:22,089 --> 00:02:20,629
reminding you that you already know how

52
00:02:24,420 --> 00:02:22,099
to do this really really well

53
00:02:26,640 --> 00:02:24,430
your astrobiologists

54
00:02:29,970 --> 00:02:26,650
and you don't we don't do astrobiology

55
00:02:32,970 --> 00:02:29,980
can't get done without diversity in

56
00:02:34,890 --> 00:02:32,980
disciplines so this should be inherent

57
00:02:36,599 --> 00:02:34,900
in you already and of course hopefully

58
00:02:41,640 --> 00:02:36,609
that makes the leap to embracing

59
00:02:43,170 --> 00:02:41,650
diversity of people that much easier so

60
00:02:44,970 --> 00:02:43,180
today again through the session we

61
00:02:46,920 --> 00:02:44,980
invite you to take a fresh look around

62
00:02:50,160 --> 00:02:46,930
you at the diversity landscape if you

63
00:02:52,319 --> 00:02:50,170
will at programs like equal opportunity

64
00:02:56,099 --> 00:02:52,329
at ideas and perspectives like

65
00:02:58,409 --> 00:02:56,109
colorblindness are they effective are

66
00:03:01,710 --> 00:02:58,419
they perpetuating stagnant status close

67
00:03:03,449 --> 00:03:01,720
and as and well it's important to look

68
00:03:05,429 --> 00:03:03,459
around you external to you of what's

69
00:03:08,789 --> 00:03:05,439
going on we think the key to this

70
00:03:11,039 --> 00:03:08,799
journey is probably internal and so we

71
00:03:14,520 --> 00:03:11,049
invite you to think about your mindset

72
00:03:18,349 --> 00:03:14,530
and embrace your potential to contribute

73
00:03:21,179 --> 00:03:18,359
to potential solutions and together

74
00:03:23,250 --> 00:03:21,189
independently in a unified way we should

75
00:03:25,319 --> 00:03:23,260
be looking at the paths forward how can

76
00:03:29,399 --> 00:03:25,329
we push boundaries and explore new

77
00:03:31,500 --> 00:03:29,409
models toward this better world and of

78
00:03:34,250 --> 00:03:31,510
course should any of these explorations

79
00:03:38,309 --> 00:03:34,260
and ideas lead you to be uncomfortable

80
00:03:40,619 --> 00:03:38,319
then get uncomfortable it's okay my

81
00:03:41,819 --> 00:03:40,629
education colleagues like to tell me

82
00:03:44,670 --> 00:03:41,829
that when you're uncomfortable and

83
00:03:46,349 --> 00:03:44,680
you're confused or irritated then you're

84
00:03:48,899 --> 00:03:46,359
about to learn something so hang in

85
00:03:51,599 --> 00:03:48,909
there and you will and we'll get through

86
00:03:56,250 --> 00:03:51,609
it together okay that's it for me I'm

87
00:04:04,920 --> 00:04:01,729
[Applause]

88
00:04:06,479 --> 00:04:04,930
good morning I'm Melissa Kervin I'm from

89
00:04:11,220 --> 00:04:06,489
the and the staff scientist at the

90
00:04:13,550 --> 00:04:11,230
astrobiology Institute at the 2002 apps

91
00:04:15,960 --> 00:04:13,560
icon before I was part of the NAI

92
00:04:18,840 --> 00:04:15,970
very Bloomberg who was the first

93
00:04:21,270 --> 00:04:18,850
director and Karen Bradford who was the

94
00:04:23,939 --> 00:04:21,280
program analyst of the NA I looked

95
00:04:28,530 --> 00:04:23,949
around at the community and noted a lack

96
00:04:32,610 --> 00:04:28,540
of diversity so out of this program was

97
00:04:38,390 --> 00:04:32,620
developed the mayor's program oops sorry

98
00:04:42,000 --> 00:04:38,400
we were there too with with the goal of

99
00:04:43,950 --> 00:04:42,010
increasing diversity in the community by

100
00:04:48,140 --> 00:04:43,960
providing opportunities for faculty

101
00:04:51,090 --> 00:04:48,150
members to collaborate with researchers

102
00:04:51,810 --> 00:04:51,100
who were astrobiology funded at first

103
00:04:54,750 --> 00:04:51,820
there were where they were

104
00:04:57,330 --> 00:04:54,760
nei funded labs and it was expanded to

105
00:04:59,640 --> 00:04:57,340
the whole astrobiology program

106
00:05:01,230 --> 00:04:59,650
I have flyers available for anybody who

107
00:05:04,620 --> 00:05:01,240
would like some more information on me

108
00:05:09,870 --> 00:05:04,630
on the program if you're afterwards if

109
00:05:13,080 --> 00:05:09,880
you're interested starting in 2008 we we

110
00:05:18,089 --> 00:05:13,090
scheduled sessions at apps icon devoted

111
00:05:19,830 --> 00:05:18,099
towards looking at education at that's

112
00:05:21,900 --> 00:05:19,840
biology education in minority serving

113
00:05:23,610 --> 00:05:21,910
institutions and it's just wonderful

114
00:05:25,529 --> 00:05:23,620
that we have this opportunity to talk to

115
00:05:28,860 --> 00:05:25,539
the whole community here today in this

116
00:05:32,070 --> 00:05:28,870
plenary after the elections at the end

117
00:05:34,140 --> 00:05:32,080
of them this past year I heard from a

118
00:05:37,550 --> 00:05:34,150
number of people in the community asking

119
00:05:40,980 --> 00:05:37,560
how they could help to help to improve

120
00:05:43,379 --> 00:05:40,990
astrobiology diversity which was a

121
00:05:47,040 --> 00:05:43,389
timely request and it fit in quite well

122
00:05:51,510 --> 00:05:47,050
with our plans for this meeting at the

123
00:05:54,420 --> 00:05:51,520
science March this past Saturday I you

124
00:05:58,680 --> 00:05:54,430
know I was just you know I was I looked

125
00:06:02,310 --> 00:05:58,690
around and I also tried to identify the

126
00:06:05,219 --> 00:06:02,320
number of diverse people in the marching

127
00:06:10,459 --> 00:06:05,229
with me and you know there were some

128
00:06:13,469 --> 00:06:10,469
concerns there so right now I'd like to

129
00:06:14,279 --> 00:06:13,479
invite up Eric Melchior who is one of

130
00:06:17,070 --> 00:06:14,289
the

131
00:06:18,809 --> 00:06:17,080
past mayors fellows he was a fellow his

132
00:06:20,869 --> 00:06:18,819
art be the co convener of this session

133
00:06:26,399 --> 00:06:20,879
and he was also a marriage fellow in

134
00:06:28,350 --> 00:06:26,409
2008 and in 2015 in 2008 he was at the

135
00:06:30,629 --> 00:06:28,360
University of Hawaii which is actually a

136
00:06:34,049 --> 00:06:30,639
native Hawaiian serving institution and

137
00:06:36,629 --> 00:06:34,059
in 2015 at UC Riverside which is a

138
00:06:39,480 --> 00:06:36,639
Hispanic serving institution and he

139
00:06:41,790 --> 00:06:39,490
himself is at Cal State San Bernardino

140
00:06:50,959 --> 00:06:41,800
which is also a Hispanic serving

141
00:06:57,059 --> 00:06:54,209
Thank You Melissa so I'm going to start

142
00:06:59,100 --> 00:06:57,069
off with a personal narrative here you

143
00:07:01,829 --> 00:06:59,110
see I'm a Native American through my

144
00:07:03,929 --> 00:07:01,839
mother's side of the family and I was

145
00:07:06,899 --> 00:07:03,939
raised on stories told by my

146
00:07:10,529 --> 00:07:06,909
grandparents stories of the Miami and

147
00:07:13,920 --> 00:07:10,539
Potawatomi people stories of how

148
00:07:16,439 --> 00:07:13,930
dragonfly got his long tail and the

149
00:07:19,110 --> 00:07:16,449
historical accounts of the forced

150
00:07:21,179 --> 00:07:19,120
relocation of the Miami people being

151
00:07:25,279 --> 00:07:21,189
forced to leave their native homes in

152
00:07:27,570 --> 00:07:25,289
Indiana and Ohio and taken down to

153
00:07:32,159 --> 00:07:27,580
Florida where they were forced to work

154
00:07:33,989 --> 00:07:32,169
to build canals the drain swamps so that

155
00:07:35,249 --> 00:07:33,999
cities could be built one of those

156
00:07:36,809 --> 00:07:35,259
cities you might be familiar with

157
00:07:42,239 --> 00:07:36,819
because it still bears the name of the

158
00:07:45,119 --> 00:07:42,249
Miami people now I found as a young

159
00:07:50,850 --> 00:07:45,129
person I was terrified of this heritage

160
00:07:54,179 --> 00:07:50,860
and I hid I hid behind the Italian last

161
00:08:01,409 --> 00:07:54,189
name of my father and it was quite easy

162
00:08:04,379 --> 00:08:01,419
for me and why did I hide well one

163
00:08:07,859 --> 00:08:04,389
reason was the overt racism that you see

164
00:08:10,769 --> 00:08:07,869
in this country it permeates everything

165
00:08:13,649 --> 00:08:10,779
and sometimes it's hard to see if you're

166
00:08:16,259 --> 00:08:13,659
on the outside looking in but I found

167
00:08:19,829 --> 00:08:16,269
myself not wanting to be held up as a

168
00:08:22,619 --> 00:08:19,839
caricature of my true self the

169
00:08:24,629 --> 00:08:22,629
caricature which you probably see around

170
00:08:28,020 --> 00:08:24,639
you even to this day emblazoned on

171
00:08:32,820 --> 00:08:28,030
football helmets with exaggerated face

172
00:08:35,040 --> 00:08:32,830
features and on baseball jerseys there's

173
00:08:38,760 --> 00:08:35,050
also a more subtle form that it takes

174
00:08:40,250 --> 00:08:38,770
and that is the idea that you can be

175
00:08:43,050 --> 00:08:40,260
robbed of even your own personal

176
00:08:45,870 --> 00:08:43,060
accomplishments and I didn't want to

177
00:08:50,340 --> 00:08:45,880
have people say well look at where he is

178
00:08:52,050 --> 00:08:50,350
that's because he's Indian and he must

179
00:08:55,530 --> 00:08:52,060
have had a leg up somewhere along there

180
00:08:58,140 --> 00:08:55,540
and the idea that you can rob someone of

181
00:09:00,420 --> 00:08:58,150
their own accomplishments or sense of

182
00:09:03,810 --> 00:09:00,430
accomplishment is a devastating thing to

183
00:09:06,810 --> 00:09:03,820
someone so I hid until the last year of

184
00:09:09,810 --> 00:09:06,820
graduate school when I had kind of a

185
00:09:12,120 --> 00:09:09,820
cathartic moment and realized how

186
00:09:16,110 --> 00:09:12,130
morally wrong it was to hide because

187
00:09:19,110 --> 00:09:16,120
there's so many people who can't and so

188
00:09:21,660 --> 00:09:19,120
I made a very conscious decision to seek

189
00:09:26,840 --> 00:09:21,670
employment right after my PhD at a

190
00:09:31,430 --> 00:09:26,850
tribal college that's hard and if we can

191
00:09:38,610 --> 00:09:31,440
move forward let's see here

192
00:09:42,300 --> 00:09:38,620
we're oh here we are and it's hard for a

193
00:09:45,060 --> 00:09:42,310
number of reasons to work at a minority

194
00:09:48,420 --> 00:09:45,070
serving institution which may not have

195
00:09:51,270 --> 00:09:48,430
the resources of a large r1 and where

196
00:09:54,210 --> 00:09:51,280
work with the community and work with

197
00:09:56,790 --> 00:09:54,220
outreach and diversity is valued there's

198
00:09:59,820 --> 00:09:56,800
this misconception that people who do

199
00:10:01,800 --> 00:09:59,830
outreach and diversity efforts are not

200
00:10:05,700 --> 00:10:01,810
good enough to pursue an academic career

201
00:10:07,190 --> 00:10:05,710
and this is something that many of you

202
00:10:09,480 --> 00:10:07,200
probably would shake your head and say

203
00:10:12,450 --> 00:10:09,490
well I know that's not true

204
00:10:13,320 --> 00:10:12,460
but it's something that lingers down

205
00:10:15,660 --> 00:10:13,330
there

206
00:10:18,000 --> 00:10:15,670
in people's minds why did somebody

207
00:10:20,340 --> 00:10:18,010
pursue this and this can actually

208
00:10:22,710 --> 00:10:20,350
negatively reinforced some stereotypes

209
00:10:25,770 --> 00:10:22,720
when somebody who has come through a

210
00:10:28,650 --> 00:10:25,780
path themselves and then decides to help

211
00:10:31,260 --> 00:10:28,660
those behind them finds themselves in

212
00:10:34,140 --> 00:10:31,270
this kind of self-fulfilling prophecy

213
00:10:36,180 --> 00:10:34,150
that their work is not valued as much as

214
00:10:38,940 --> 00:10:36,190
a result of the direction that it's

215
00:10:40,800 --> 00:10:38,950
taken and people see that and there's

216
00:10:41,490 --> 00:10:40,810
also the informal sanctions which are

217
00:10:43,890 --> 00:10:41,500
referred to

218
00:10:46,740 --> 00:10:43,900
as the Sagan effect and I want to

219
00:10:49,560 --> 00:10:46,750
acknowledge the work of Sanjoy some who

220
00:10:52,290 --> 00:10:49,570
I hope is in the audience here at the

221
00:10:55,950 --> 00:10:52,300
last apps icon in Chicago gave a

222
00:11:00,980 --> 00:10:55,960
wonderful presentation at the education

223
00:11:03,500 --> 00:11:00,990
plenary and the Sagan effect of course

224
00:11:06,510 --> 00:11:03,510
Carl Sagan being one of the founders of

225
00:11:08,880 --> 00:11:06,520
astrobiology and with a stellar research

226
00:11:10,530 --> 00:11:08,890
record you would think that he would

227
00:11:14,580 --> 00:11:10,540
have been a shoo-in for the National

228
00:11:17,730 --> 00:11:14,590
Academy but his work in diversity and

229
00:11:20,880 --> 00:11:17,740
outreach kind of worked against that and

230
00:11:28,590 --> 00:11:20,890
so it's something that we can fall prey

231
00:11:31,740 --> 00:11:28,600
to the reality is that scientists who do

232
00:11:33,960 --> 00:11:31,750
engage with the community and with

233
00:11:36,600 --> 00:11:33,970
diversity efforts actually perform

234
00:11:39,270 --> 00:11:36,610
better academically and there's research

235
00:11:42,780 --> 00:11:39,280
that sanjay and others have done into

236
00:11:45,390 --> 00:11:42,790
this that have shown this in fact some

237
00:11:47,910 --> 00:11:45,400
of our most productive scientists and

238
00:11:50,970 --> 00:11:47,920
active scientists actually are doing

239
00:11:54,150 --> 00:11:50,980
much of our stem outreach and so there

240
00:11:57,090 --> 00:11:54,160
is a reason to value what we're doing if

241
00:12:00,120 --> 00:11:57,100
we can overcome this this bias towards

242
00:12:02,930 --> 00:12:00,130
these programs and towards this and I

243
00:12:05,460 --> 00:12:02,940
would argue that if you think that

244
00:12:09,030 --> 00:12:05,470
education and outreach and diversity

245
00:12:11,370 --> 00:12:09,040
programs are fluff try talking about

246
00:12:15,120 --> 00:12:11,380
your research to a roomful of third

247
00:12:17,220 --> 00:12:15,130
graders because if you can't do that you

248
00:12:19,110 --> 00:12:17,230
need to look inward and evaluate whether

249
00:12:22,950 --> 00:12:19,120
you truly understand what it is that

250
00:12:24,860 --> 00:12:22,960
you're doing lastly I want to talk about

251
00:12:27,390 --> 00:12:24,870
some of the challenges that we have with

252
00:12:30,240 --> 00:12:27,400
the students themselves and this is an

253
00:12:32,280 --> 00:12:30,250
emerging trend and it's very prevalent

254
00:12:35,760 --> 00:12:32,290
at Cal State University San Bernardino

255
00:12:37,470 --> 00:12:35,770
where we had a self-study that we did we

256
00:12:41,610 --> 00:12:37,480
found that nine percent of our students

257
00:12:44,550 --> 00:12:41,620
are homeless and that 21 percent of our

258
00:12:46,950 --> 00:12:44,560
students have food insecurity which is

259
00:12:48,690 --> 00:12:46,960
defined as having at least one meal a

260
00:12:50,579 --> 00:12:48,700
day where you don't know where it's

261
00:12:53,400 --> 00:12:50,589
going to come from and that you probably

262
00:12:55,230 --> 00:12:53,410
skip it for that reason and I put some

263
00:12:57,269 --> 00:12:55,240
headlines up here

264
00:12:59,579 --> 00:12:57,279
because this is such a staggering fact

265
00:13:01,740 --> 00:12:59,589
it's almost hard to believe that this

266
00:13:04,949 --> 00:13:01,750
could be going on but it even extends

267
00:13:07,199 --> 00:13:04,959
beyond institutions that are serving

268
00:13:09,750 --> 00:13:07,209
poorer communities dominantly there's

269
00:13:11,820 --> 00:13:09,760
even some larger universities where this

270
00:13:13,380 --> 00:13:11,830
is becoming more of an issue can I see a

271
00:13:16,590 --> 00:13:13,390
show of hands from people who know this

272
00:13:22,019 --> 00:13:16,600
is occurring at their university yeah

273
00:13:25,829 --> 00:13:22,029
and here's the problem try explaining to

274
00:13:30,240 --> 00:13:25,839
a classroom of Native Americans who live

275
00:13:33,840 --> 00:13:30,250
on a reservation in abject poverty why

276
00:13:39,920 --> 00:13:33,850
they should care about astrobiology let

277
00:13:43,860 --> 00:13:39,930
alone study that again that is hard so I

278
00:13:45,449 --> 00:13:43,870
encourage you to listen to the

279
00:13:49,889 --> 00:13:45,459
presentations you're going to be given

280
00:13:52,800 --> 00:13:49,899
by our speakers here and see what you

281
00:13:55,050 --> 00:13:52,810
can gather from their knowledge on the

282
00:13:57,329 --> 00:13:55,060
subject and I'm going to turn it over to

283
00:14:08,340 --> 00:13:57,339
Melissa who will be introducing the

284
00:14:10,769 --> 00:14:08,350
speakers thank you our first speaker

285
00:14:12,780 --> 00:14:10,779
this morning is dr. dr. Richard Pitts

286
00:14:14,639 --> 00:14:12,790
who received his PhD from the University

287
00:14:17,579 --> 00:14:14,649
of Arizona I hope that's okay since

288
00:14:19,829 --> 00:14:17,589
we're so close to ASU but um

289
00:14:21,870 --> 00:14:19,839
he received his degree in sociology and

290
00:14:24,449 --> 00:14:21,880
he's focused his research on religion

291
00:14:26,340 --> 00:14:24,459
education and Social Psychology his

292
00:14:27,990 --> 00:14:26,350
current work is funded by the National

293
00:14:29,579 --> 00:14:28,000
Science Foundation looking at

294
00:14:32,400 --> 00:14:29,589
persistence and attrition from

295
00:14:34,380 --> 00:14:32,410
postdoctoral academic careers let's all

296
00:14:39,450 --> 00:14:34,390
welcome dr. Pitts

297
00:14:41,080 --> 00:14:39,460
[Applause]

298
00:14:44,740 --> 00:14:41,090
thanks Melissa

299
00:14:47,790 --> 00:14:44,750
good morning that's why I don't teach

300
00:14:50,400 --> 00:14:47,800
early morning classes I'd never quite

301
00:14:53,140 --> 00:14:50,410
sure I'm awake

302
00:14:57,280 --> 00:14:53,150
you go ahead and get a sense of when my

303
00:14:59,170 --> 00:14:57,290
time limit isn't um so I'm always

304
00:15:01,570 --> 00:14:59,180
encouraged when I'm talking to a group

305
00:15:04,600 --> 00:15:01,580
with this many people especially at 8:30

306
00:15:06,880 --> 00:15:04,610
in the morning around diversity because

307
00:15:08,950 --> 00:15:06,890
my work in undergraduate and graduate

308
00:15:10,360 --> 00:15:08,960
admissions has taught me that

309
00:15:16,720 --> 00:15:10,370
essentially there are three different

310
00:15:19,600 --> 00:15:16,730
kinds of of people there are especially

311
00:15:21,700 --> 00:15:19,610
faculty there are the color and

312
00:15:24,000 --> 00:15:21,710
sensitives or the people who don't want

313
00:15:27,550 --> 00:15:24,010
you ever bringing up race and diversity

314
00:15:30,610 --> 00:15:27,560
in the sciences they're the color

315
00:15:31,840 --> 00:15:30,620
sensitive the people who are you know

316
00:15:34,090 --> 00:15:31,850
where I always feel like I'm preaching

317
00:15:37,330 --> 00:15:34,100
to the choir because they already get it

318
00:15:39,670 --> 00:15:37,340
they're all signed onto the agenda and

319
00:15:41,940 --> 00:15:39,680
then probably the larger group

320
00:15:46,000 --> 00:15:41,950
ultimately exactly are the colorblind

321
00:15:49,440 --> 00:15:46,010
who for good reasons in lots of ways

322
00:15:52,360 --> 00:15:49,450
would rather you know to be fair and to

323
00:15:55,360 --> 00:15:52,370
sort of spread the wealth and not to be

324
00:15:58,270 --> 00:15:55,370
considered racist tend to avoid thinking

325
00:16:00,550 --> 00:15:58,280
about color they want to do it but they

326
00:16:03,670 --> 00:16:00,560
tend to say I'm colorblind I don't see

327
00:16:06,430 --> 00:16:03,680
color color probably shouldn't matter

328
00:16:09,100 --> 00:16:06,440
and what always I have to remind them is

329
00:16:12,310 --> 00:16:09,110
that colorblind attitudes don't always

330
00:16:14,800 --> 00:16:12,320
lead to color neutral outcomes and so

331
00:16:16,180 --> 00:16:14,810
it's really important for scientists in

332
00:16:18,490 --> 00:16:16,190
particular this is the group that I

333
00:16:20,860 --> 00:16:18,500
always find having I don't have to argue

334
00:16:23,350 --> 00:16:20,870
with sociologists I assure you about

335
00:16:26,980 --> 00:16:23,360
whether or not diversity matters it is

336
00:16:29,110 --> 00:16:26,990
often the natural and life sciences and

337
00:16:31,570 --> 00:16:29,120
the physical scientists who are always

338
00:16:33,400 --> 00:16:31,580
like it shouldn't matter and so I'm

339
00:16:35,770 --> 00:16:33,410
always very encouraged that people show

340
00:16:37,300 --> 00:16:35,780
up for these things in a science context

341
00:16:39,880 --> 00:16:37,310
because it means that somebody other

342
00:16:42,730 --> 00:16:39,890
than the sociologists care about these

343
00:16:46,150 --> 00:16:42,740
issues so I'm going to talk about 10

344
00:16:47,950 --> 00:16:46,160
barriers to diversifying stem as I was

345
00:16:49,390 --> 00:16:47,960
talking to the to the group of us you

346
00:16:51,139 --> 00:16:49,400
know this isn't going to be totally

347
00:16:52,760 --> 00:16:51,149
Pollyanna yes

348
00:16:54,620 --> 00:16:52,770
it's not going to be a whole lot of man

349
00:16:56,150 --> 00:16:54,630
this is easy just get out there and do

350
00:16:58,940 --> 00:16:56,160
it not just slap you on your buttons

351
00:17:03,620 --> 00:16:58,950
send you out to diversify astrobiology

352
00:17:05,720 --> 00:17:03,630
like that's just not how it works and so

353
00:17:07,429 --> 00:17:05,730
I think I'll leave you with more

354
00:17:08,900 --> 00:17:07,439
questions I think than answers but I

355
00:17:12,620 --> 00:17:08,910
hope that at the end of this you'll

356
00:17:15,380 --> 00:17:12,630
learn some things so first let me talk

357
00:17:18,650 --> 00:17:15,390
about sociology's problem so sociology

358
00:17:20,360 --> 00:17:18,660
as a discipline students tend to take

359
00:17:21,919 --> 00:17:20,370
our undergraduate courses and usually

360
00:17:23,809 --> 00:17:21,929
it's their first encounter unlike with

361
00:17:26,569 --> 00:17:23,819
the sides with the natural and physical

362
00:17:28,280 --> 00:17:26,579
sciences sociology the first time they

363
00:17:29,600 --> 00:17:28,290
sort of encounter it is when they come

364
00:17:32,450 --> 00:17:29,610
to college and so they sit in our

365
00:17:35,590 --> 00:17:32,460
classes and they love it because we're

366
00:17:38,150 --> 00:17:35,600
we're doing solving social problems and

367
00:17:40,940 --> 00:17:38,160
unlike economics that other social

368
00:17:42,890 --> 00:17:40,950
science you know in psychology in some

369
00:17:45,620 --> 00:17:42,900
cases we don't quite look like a science

370
00:17:47,630 --> 00:17:45,630
because there's not that much math and

371
00:17:49,310 --> 00:17:47,640
then this other issue around you know we

372
00:17:50,900 --> 00:17:49,320
talk about big things that students care

373
00:17:54,590 --> 00:17:50,910
about and they're like marching about

374
00:17:57,980 --> 00:17:54,600
racism sexism and heterosexism so

375
00:17:59,870 --> 00:17:57,990
students love being sociologists while

376
00:18:01,310 --> 00:17:59,880
they're in undergrad and then they say

377
00:18:03,410 --> 00:18:01,320
oh I think I'm going to get a PhD in

378
00:18:05,270 --> 00:18:03,420
that that sounds really cool and then

379
00:18:07,220 --> 00:18:05,280
something happens when they encounter us

380
00:18:08,660 --> 00:18:07,230
the same need that they had as an

381
00:18:10,610 --> 00:18:08,670
undergrad they encounter me as a

382
00:18:13,970 --> 00:18:10,620
graduate faculty member and they're like

383
00:18:16,130 --> 00:18:13,980
so you dude right and so one of the

384
00:18:19,040 --> 00:18:16,140
things that I often have to put in my

385
00:18:20,720 --> 00:18:19,050
letters for graduate students our

386
00:18:22,130 --> 00:18:20,730
prospective graduate students is a

387
00:18:23,720 --> 00:18:22,140
statement like this one of the

388
00:18:25,340 --> 00:18:23,730
tendencies that I've seen in both

389
00:18:27,740 --> 00:18:25,350
undergraduate and graduate sociology

390
00:18:30,140 --> 00:18:27,750
students is is sometimes alarming streak

391
00:18:31,580 --> 00:18:30,150
of do-gooder ISM that as many students

392
00:18:33,710 --> 00:18:31,590
enter this discipline because they want

393
00:18:35,900 --> 00:18:33,720
to change people's lives or eliminate

394
00:18:37,610 --> 00:18:35,910
all equality in the world and so they

395
00:18:40,180 --> 00:18:37,620
encounter they come to graduate school

396
00:18:43,160 --> 00:18:40,190
and promising students drop out of our

397
00:18:44,840 --> 00:18:43,170
programs pursue world-changing options

398
00:18:47,090 --> 00:18:44,850
outside of the Academy so I always have

399
00:18:51,169 --> 00:18:47,100
to then tell people like me who are

400
00:18:53,150 --> 00:18:51,179
admitting students we've all taught that

401
00:18:54,440 --> 00:18:53,160
while Karla in this case holds some of

402
00:18:56,390 --> 00:18:54,450
these values I'm quite convinced that

403
00:18:57,830 --> 00:18:56,400
she plans to fulfill them in her

404
00:19:00,110 --> 00:18:57,840
scholarship and her teaching and

405
00:19:02,060 --> 00:19:00,120
actually pursue what we are training her

406
00:19:04,070 --> 00:19:02,070
to do ultimately which is to be an

407
00:19:06,110 --> 00:19:04,080
academic scientist

408
00:19:08,210 --> 00:19:06,120
cannot drop out and say especially the

409
00:19:10,100 --> 00:19:08,220
Masters often and say I don't want to do

410
00:19:12,560 --> 00:19:10,110
this because this isn't quite what I

411
00:19:15,050 --> 00:19:12,570
thought science this particular science

412
00:19:17,060 --> 00:19:15,060
was and so what I find again and again

413
00:19:19,970 --> 00:19:17,070
is that what we do is a great job of

414
00:19:23,090 --> 00:19:19,980
teaching young people to love sociology

415
00:19:24,500 --> 00:19:23,100
the science but we don't ever really do

416
00:19:27,500 --> 00:19:24,510
much of a good job of teaching them to

417
00:19:29,510 --> 00:19:27,510
love being an academic professional

418
00:19:32,240 --> 00:19:29,520
scientist and so I want to talk about

419
00:19:34,190 --> 00:19:32,250
that by thinking about whether or not

420
00:19:37,460 --> 00:19:34,200
astrobiology has some of the same

421
00:19:39,200 --> 00:19:37,470
problems so in terms of numbers You

422
00:19:41,990 --> 00:19:39,210
certainly have a problem at reading

423
00:19:44,840 --> 00:19:42,000
Holbrook says of ninety of nearly 600

424
00:19:47,120 --> 00:19:44,850
faculty at the top-40 Act I'm so not

425
00:19:50,690 --> 00:19:47,130
used to having it was like Church having

426
00:19:53,060 --> 00:19:50,700
the PowerPoint being there of nearly 600

427
00:19:55,430 --> 00:19:53,070
faculty at the top 40 Astro programs 42

428
00:19:59,120 --> 00:19:55,440
or asian pacific-islander 7 or hispanic

429
00:20:01,250 --> 00:19:59,130
latino 6 or black it's pretty bad for

430
00:20:03,200 --> 00:20:01,260
discipline and this isn't like Astro

431
00:20:04,760 --> 00:20:03,210
biology which is interdisciplinary which

432
00:20:08,720 --> 00:20:04,770
should sort of expand this is just

433
00:20:11,660 --> 00:20:08,730
astronomy and physics so we think oh but

434
00:20:14,030 --> 00:20:11,670
but what we're doing is we get students

435
00:20:15,920 --> 00:20:14,040
really excited about science by showing

436
00:20:18,830 --> 00:20:15,930
them some really cool black and brown

437
00:20:24,580 --> 00:20:18,840
scientists right you know we list them

438
00:20:27,590 --> 00:20:24,590
up there usually astronomers and

439
00:20:28,910 --> 00:20:27,600
astronauts but at the end of the day

440
00:20:30,590 --> 00:20:28,920
it's really hard to then turn one

441
00:20:31,760 --> 00:20:30,600
astrobiology because even these people

442
00:20:34,640 --> 00:20:31,770
don't walk around and introduce

443
00:20:37,570 --> 00:20:34,650
themselves astrobiologists you know they

444
00:20:41,260 --> 00:20:37,580
introduce themselves as astronomers and

445
00:20:47,810 --> 00:20:41,270
physicists and what's that other thing

446
00:20:49,880 --> 00:20:47,820
astronauts so so so I think all in some

447
00:20:52,600 --> 00:20:49,890
ways what kind of problem that I think

448
00:20:55,250 --> 00:20:52,610
we have in sociology where people

449
00:20:56,870 --> 00:20:55,260
encounter people like us all the time

450
00:21:00,140 --> 00:20:56,880
right they take our classes but they

451
00:21:01,880 --> 00:21:00,150
have no idea what in the world we do in

452
00:21:04,250 --> 00:21:01,890
the real life it's that sort of the

453
00:21:06,470 --> 00:21:04,260
magic tricks of science right and then

454
00:21:08,630 --> 00:21:06,480
they encounter trying to be and follow

455
00:21:10,460 --> 00:21:08,640
us as professional scientists and they

456
00:21:13,400 --> 00:21:10,470
say oh I don't think that's what I

457
00:21:16,160 --> 00:21:13,410
thought this was so what I want to talk

458
00:21:17,470 --> 00:21:16,170
about is essentially how we do a good

459
00:21:19,840 --> 00:21:17,480
job of developing science I'd

460
00:21:21,909 --> 00:21:19,850
any and then talk a little bit about how

461
00:21:23,919 --> 00:21:21,919
it is that we undo or don't fully

462
00:21:25,810 --> 00:21:23,929
develop in student students what I think

463
00:21:27,880 --> 00:21:25,820
is more important at the end of the day

464
00:21:29,380 --> 00:21:27,890
and that is a professional identity as a

465
00:21:31,600 --> 00:21:29,390
scientist and not just an academic

466
00:21:35,380 --> 00:21:31,610
identity as a scientist so I want to

467
00:21:36,760 --> 00:21:35,390
talk really briefly about identity how

468
00:21:40,180 --> 00:21:36,770
you get an identity so we'll talk about

469
00:21:42,190 --> 00:21:40,190
science identity so so when we think

470
00:21:43,299 --> 00:21:42,200
about how you have an identity like who

471
00:21:45,730 --> 00:21:43,309
you are

472
00:21:47,169 --> 00:21:45,740
there are different parts of it that I

473
00:21:48,970 --> 00:21:47,179
as a social psychologist and a

474
00:21:50,740 --> 00:21:48,980
sociologist tend to think about and so

475
00:21:52,480 --> 00:21:50,750
they're listed here one is identity

476
00:21:54,610 --> 00:21:52,490
prominence one is identity salient so

477
00:21:56,169 --> 00:21:54,620
identity prominence is this thing like

478
00:21:58,510 --> 00:21:56,179
where you walk around in the social

479
00:22:00,280 --> 00:21:58,520
world and this is an identity that you

480
00:22:03,370 --> 00:22:00,290
have that is really like when you think

481
00:22:05,669 --> 00:22:03,380
of Who I am this is an identity that you

482
00:22:07,750 --> 00:22:05,679
think is who you are so for me certainly

483
00:22:09,940 --> 00:22:07,760
sociologists is one of those identities

484
00:22:14,320 --> 00:22:09,950
but it's also this interesting dynamic

485
00:22:16,600 --> 00:22:14,330
around in our survey we ask when you

486
00:22:18,549 --> 00:22:16,610
introduce yourself to a new person what

487
00:22:20,799 --> 00:22:18,559
kinds of things do you say when you say

488
00:22:22,960 --> 00:22:20,809
hi my name is Richard Pitts and I am

489
00:22:25,690 --> 00:22:22,970
right the kind of things I think for

490
00:22:28,870 --> 00:22:25,700
people in my generation as old people we

491
00:22:31,390 --> 00:22:28,880
put in our match.com profile and you

492
00:22:36,600 --> 00:22:31,400
young people put in your your what he

493
00:22:39,220 --> 00:22:36,610
call them I don't even use them tinder

494
00:22:40,600 --> 00:22:39,230
profile right the kinds of things that

495
00:22:42,220 --> 00:22:40,610
you think is important for somebody else

496
00:22:44,110 --> 00:22:42,230
to know that is enough there's a

497
00:22:46,390 --> 00:22:44,120
prominent identity for you the other

498
00:22:48,070 --> 00:22:46,400
thing is this idea of identity salience

499
00:22:49,539 --> 00:22:48,080
where that's an identity and again it's

500
00:22:51,640 --> 00:22:49,549
a component of identity where the

501
00:22:53,680 --> 00:22:51,650
identity is so strong that when a new

502
00:22:55,570 --> 00:22:53,690
situation are in doing decision is the

503
00:22:58,090 --> 00:22:55,580
way I like to think about it comes into

504
00:23:00,130 --> 00:22:58,100
play which of your identities is the one

505
00:23:03,669 --> 00:23:00,140
that actually is making that decision

506
00:23:05,650 --> 00:23:03,679
right so for me when I'm walking to the

507
00:23:07,360 --> 00:23:05,660
mall when I started at Vanderbilt I used

508
00:23:08,350 --> 00:23:07,370
to go to the mall very casually and not

509
00:23:11,080 --> 00:23:08,360
have to worry about it

510
00:23:13,000 --> 00:23:11,090
because I was just new guy in Nashville

511
00:23:15,310 --> 00:23:13,010
but after teaching there for many years

512
00:23:17,440 --> 00:23:15,320
now I'm professor Pitt so I can't go to

513
00:23:18,580 --> 00:23:17,450
the mall anymore because students are

514
00:23:19,840 --> 00:23:18,590
like what are you doing here at the mall

515
00:23:21,340 --> 00:23:19,850
I can't go to the clubs anymore what are

516
00:23:23,110 --> 00:23:21,350
you doing here at the club I can't be on

517
00:23:24,890 --> 00:23:23,120
one tender anymore dr. Pitts what are

518
00:23:28,500 --> 00:23:24,900
you doing on gender

519
00:23:30,630 --> 00:23:28,510
right and so this identity has grown in

520
00:23:33,690 --> 00:23:30,640
me over time to the point that it

521
00:23:36,150 --> 00:23:33,700
determines my decision-making right in

522
00:23:38,040 --> 00:23:36,160
ways that aren't even you know at the

523
00:23:40,260 --> 00:23:38,050
sort of front of my mind sometimes it is

524
00:23:42,140 --> 00:23:40,270
unconscious and so how do you get these

525
00:23:44,580 --> 00:23:42,150
identities how do you get this identity

526
00:23:46,290 --> 00:23:44,590
prominence and say Lance it's affected

527
00:23:48,630 --> 00:23:46,300
by role commitment so it's affected by

528
00:23:50,610 --> 00:23:48,640
the number of people who you know you as

529
00:23:52,950 --> 00:23:50,620
a holder of that identity and treats you

530
00:23:56,040 --> 00:23:52,960
as a holder of that identity and then

531
00:23:58,410 --> 00:23:56,050
also your own sense of belonging to the

532
00:24:00,450 --> 00:23:58,420
group of people who hold that identity

533
00:24:03,510 --> 00:24:00,460
right so another question that we ask in

534
00:24:05,850 --> 00:24:03,520
our surveys is if you could not hang out

535
00:24:08,850 --> 00:24:05,860
with other sociologists or you could not

536
00:24:09,930 --> 00:24:08,860
hang out with other bio astrobiologists

537
00:24:13,140 --> 00:24:09,940
would you be sad

538
00:24:15,630 --> 00:24:13,150
when you leave and when you leave the

539
00:24:18,150 --> 00:24:15,640
conference the apps icon conference do

540
00:24:20,400 --> 00:24:18,160
you feel just a little empty when you

541
00:24:22,260 --> 00:24:20,410
get back on that bus and go back to your

542
00:24:23,190 --> 00:24:22,270
campuses or your regular jobs right

543
00:24:25,500 --> 00:24:23,200
because then what we're trying to

544
00:24:27,090 --> 00:24:25,510
understand is how many people interact

545
00:24:29,340 --> 00:24:27,100
with you as a holder of that identity

546
00:24:31,020 --> 00:24:29,350
and therefore you come becomes more

547
00:24:33,960 --> 00:24:31,030
salient becomes more prominent and then

548
00:24:36,230 --> 00:24:33,970
how attached are you to that identity

549
00:24:38,610 --> 00:24:36,240
and if you ER if it's both prominent and

550
00:24:40,560 --> 00:24:38,620
salient what we argue is that you were

551
00:24:43,530 --> 00:24:40,570
going to seek opportunities to actually

552
00:24:45,090 --> 00:24:43,540
perform that identity and an important

553
00:24:47,310 --> 00:24:45,100
one of those ways of performing that

554
00:24:50,010 --> 00:24:47,320
identity is performing it professionally

555
00:24:52,020 --> 00:24:50,020
right so if it's something inside so

556
00:24:54,360 --> 00:24:52,030
strong it is an identity that is so

557
00:24:56,550 --> 00:24:54,370
strong in you what we argue is that you

558
00:24:58,860 --> 00:24:56,560
will seek out opportunities to be an

559
00:25:01,860 --> 00:24:58,870
astrobiologist to operate as an

560
00:25:03,660 --> 00:25:01,870
astrobiologist to do astrobiology and

561
00:25:06,210 --> 00:25:03,670
probably the best way to do that is to

562
00:25:06,990 --> 00:25:06,220
have to do it eight hours a week eight

563
00:25:11,730 --> 00:25:07,000
hours a day

564
00:25:15,510 --> 00:25:11,740
who does eight hours a week that hours a

565
00:25:17,430 --> 00:25:15,520
day as a professional scientist and so

566
00:25:19,860 --> 00:25:17,440
what's great about stem programming the

567
00:25:21,000 --> 00:25:19,870
McNair program and so coma and other

568
00:25:23,670 --> 00:25:21,010
things student organizations the

569
00:25:25,410 --> 00:25:23,680
students do and having high schools of

570
00:25:27,510 --> 00:25:25,420
science and that kind of thing is that

571
00:25:29,940 --> 00:25:27,520
it does a great job at the early stages

572
00:25:32,430 --> 00:25:29,950
of inculcating in people young people

573
00:25:34,080 --> 00:25:32,440
black and brown people women some

574
00:25:36,120 --> 00:25:34,090
competence and self-efficacy as a

575
00:25:38,010 --> 00:25:36,130
scientist but they're also interacting

576
00:25:40,080 --> 00:25:38,020
with people who are like hey you're

577
00:25:42,090 --> 00:25:40,090
our scientists I'm a scientist let's all

578
00:25:45,540 --> 00:25:42,100
do science together so at the end of the

579
00:25:47,610 --> 00:25:45,550
time at the end of going to M sub for

580
00:25:50,010 --> 00:25:47,620
example in Illinois people like I can't

581
00:25:51,870 --> 00:25:50,020
imagine to anything but going to

582
00:25:53,580 --> 00:25:51,880
undergrad and being a scientist and then

583
00:25:55,920 --> 00:25:53,590
we have to be a science major where

584
00:25:58,860 --> 00:25:55,930
you're always around scientists I can't

585
00:26:00,810 --> 00:25:58,870
imagine doing anything but being going a

586
00:26:03,510 --> 00:26:00,820
ph.d program to be a scientist at the

587
00:26:05,460 --> 00:26:03,520
end of those four years and so certainly

588
00:26:07,260 --> 00:26:05,470
stem programming certainly stem

589
00:26:08,700 --> 00:26:07,270
programming does the kinds of things

590
00:26:11,760 --> 00:26:08,710
that a person like me that's concerned

591
00:26:14,280 --> 00:26:11,770
about how a science identity blossoms in

592
00:26:16,200 --> 00:26:14,290
a person stem programming at all these

593
00:26:18,870 --> 00:26:16,210
levels does a great job of doing that

594
00:26:21,600 --> 00:26:18,880
it increases prominence and makes these

595
00:26:24,150 --> 00:26:21,610
identities besides identity more salient

596
00:26:26,400 --> 00:26:24,160
okay so that's great

597
00:26:29,070 --> 00:26:26,410
oh man dr. Ted you seem to have solve

598
00:26:31,200 --> 00:26:29,080
the problem more science programming at

599
00:26:34,200 --> 00:26:31,210
the high school level in the college

600
00:26:37,560 --> 00:26:34,210
level but we have a problem and that is

601
00:26:39,720 --> 00:26:37,570
that people don't people don't just

602
00:26:41,820 --> 00:26:39,730
encounter once they start graduate

603
00:26:43,680 --> 00:26:41,830
school as I said students come to

604
00:26:45,900 --> 00:26:43,690
Vanderbilt and they say oh man I love

605
00:26:47,730 --> 00:26:45,910
all this sociology but then they

606
00:26:49,740 --> 00:26:47,740
encounter me and say now you have to

607
00:26:51,750 --> 00:26:49,750
take our two semesters stat sequence and

608
00:26:53,880 --> 00:26:51,760
then we spend weeks and weeks and weeks

609
00:26:56,190 --> 00:26:53,890
where we show them research that only

610
00:26:57,630 --> 00:26:56,200
has an r-square to point to and the

611
00:26:59,340 --> 00:26:57,640
students are like oh that's not

612
00:27:02,160 --> 00:26:59,350
explaining anything we don't go to solve

613
00:27:04,170 --> 00:27:02,170
anything using that model one of our

614
00:27:06,030 --> 00:27:04,180
students in every single whatever our

615
00:27:08,010 --> 00:27:06,040
model I put in front of her she's always

616
00:27:09,750 --> 00:27:08,020
like that model is flawed in all these

617
00:27:11,520 --> 00:27:09,760
ways because it's heterosexist and it's

618
00:27:13,140 --> 00:27:11,530
racist and it's not feminist and a whole

619
00:27:14,610 --> 00:27:13,150
kind of thing is just a flawed model and

620
00:27:17,010 --> 00:27:14,620
then we're like okay I guess there's not

621
00:27:18,810 --> 00:27:17,020
a whole lot that we can learn here and

622
00:27:19,740 --> 00:27:18,820
so that's one of the things that happens

623
00:27:22,430 --> 00:27:19,750
so when we're thinking about what the

624
00:27:25,980 --> 00:27:22,440
barrier is one of the barriers is

625
00:27:28,860 --> 00:27:25,990
students encountering us as professors

626
00:27:31,740 --> 00:27:28,870
when they're getting their PhDs in our

627
00:27:33,360 --> 00:27:31,750
disciplines they love science until they

628
00:27:35,340 --> 00:27:33,370
are graduate students in science and

629
00:27:36,840 --> 00:27:35,350
they say things like this I really enjoy

630
00:27:38,670 --> 00:27:36,850
taking care of and interacting with

631
00:27:40,470 --> 00:27:38,680
people join basic science doesn't give

632
00:27:42,900 --> 00:27:40,480
me that like I hoped maybe I'll get a

633
00:27:45,240 --> 00:27:42,910
career in Amethi geology which led me

634
00:27:46,740 --> 00:27:45,250
into science at the first place or I've

635
00:27:49,350 --> 00:27:46,750
been doing research since I was a

636
00:27:51,990 --> 00:27:49,360
sophomore and my p.i who is my role

637
00:27:53,670 --> 00:27:52,000
model seems to love Reese

638
00:27:55,880 --> 00:27:53,680
keeps getting her funding request denied

639
00:27:58,380 --> 00:27:55,890
the science is solid they still say no

640
00:28:00,960 --> 00:27:58,390
watching that process is disillusioning

641
00:28:02,970 --> 00:28:00,970
or there's the intersection of the

642
00:28:04,830 --> 00:28:02,980
science identity with other important

643
00:28:06,360 --> 00:28:04,840
identities to people that they develop

644
00:28:08,610 --> 00:28:06,370
not when they're freshmen in college

645
00:28:10,950 --> 00:28:08,620
they develop as grown-ups when they come

646
00:28:12,570 --> 00:28:10,960
to us in graduate school my life changed

647
00:28:15,230 --> 00:28:12,580
I'm now married and had a child recently

648
00:28:17,490 --> 00:28:15,240
and I see the advisors often female

649
00:28:19,770 --> 00:28:17,500
advisors I've had whose family lies a

650
00:28:21,150 --> 00:28:19,780
below average and don't want that I know

651
00:28:22,710 --> 00:28:21,160
I can do something else and be

652
00:28:24,930 --> 00:28:22,720
intellectually challenged without

653
00:28:27,720 --> 00:28:24,940
working constantly and still lacking job

654
00:28:29,670 --> 00:28:27,730
security so at the end of the day the

655
00:28:31,290 --> 00:28:29,680
barrier I argue is that we teach

656
00:28:33,690 --> 00:28:31,300
students to love doing science

657
00:28:35,190 --> 00:28:33,700
especially at the high school the k-12

658
00:28:37,680 --> 00:28:35,200
level and high in the college level

659
00:28:39,540 --> 00:28:37,690
undergrad level but we don't do a whole

660
00:28:40,770 --> 00:28:39,550
lot in terms of teaching them to love

661
00:28:43,170 --> 00:28:40,780
the idea of being a professional

662
00:28:45,030 --> 00:28:43,180
scientist and I would argue they have

663
00:28:46,380 --> 00:28:45,040
fantasies about what we do as

664
00:28:48,120 --> 00:28:46,390
professional scientists because they see

665
00:28:50,670 --> 00:28:48,130
us being brilliant and smart and funny

666
00:28:51,960 --> 00:28:50,680
in the classroom twice a week but they

667
00:28:54,200 --> 00:28:51,970
don't see what happens when I'm sitting

668
00:28:56,610 --> 00:28:54,210
in my office the other six hours a day

669
00:28:58,140 --> 00:28:56,620
right until they become graduate

670
00:29:00,990 --> 00:28:58,150
students and they're also sitting in my

671
00:29:03,900 --> 00:29:01,000
office with me six hours a day right and

672
00:29:05,880 --> 00:29:03,910
so and so I have sort of three questions

673
00:29:07,500 --> 00:29:05,890
that I'm trying to think through as a

674
00:29:10,890 --> 00:29:07,510
scientist as a social scientist trying

675
00:29:12,360 --> 00:29:10,900
to understand what actually hinders the

676
00:29:14,010 --> 00:29:12,370
development of professional science

677
00:29:16,290 --> 00:29:14,020
identity and I think it's a problem for

678
00:29:19,710 --> 00:29:16,300
sociologists is a problem for

679
00:29:21,920 --> 00:29:19,720
astronomist astronomers force it

680
00:29:27,150 --> 00:29:21,930
physicists I always want to say

681
00:29:28,790 --> 00:29:27,160
physicians and for astrobiologists as

682
00:29:31,230 --> 00:29:28,800
well and there are these three things a

683
00:29:33,960 --> 00:29:31,240
academic professional culture this is a

684
00:29:36,180 --> 00:29:33,970
hard question what do we FAC aliy model

685
00:29:38,820 --> 00:29:36,190
about further training requirements work

686
00:29:40,440 --> 00:29:38,830
tasks occupational prestige funding

687
00:29:42,120 --> 00:29:40,450
opportunities and job satisfaction

688
00:29:44,670 --> 00:29:42,130
things that students don't encounter

689
00:29:47,130 --> 00:29:44,680
before graduate school often that may

690
00:29:49,080 --> 00:29:47,140
make academic careers unappealing it

691
00:29:51,840 --> 00:29:49,090
could be that the reason why we can't

692
00:29:56,370 --> 00:29:51,850
diversify astrobiology is because people

693
00:29:58,710 --> 00:29:56,380
have too much proximity to us right

694
00:30:00,870 --> 00:29:58,720
social relationships is it enough to

695
00:30:03,690 --> 00:30:00,880
have similar student peers like you have

696
00:30:05,940 --> 00:30:03,700
often an undergrad or again in STEM

697
00:30:07,710 --> 00:30:05,950
charter schools but few similar

698
00:30:09,810 --> 00:30:07,720
people who look like you professional

699
00:30:12,500 --> 00:30:09,820
family role models laboratory and thesis

700
00:30:14,970 --> 00:30:12,510
advisors and postdoctoral mentors is

701
00:30:17,039 --> 00:30:14,980
trying to train students at places where

702
00:30:18,480 --> 00:30:17,049
the people aren't writing grants trying

703
00:30:20,610 --> 00:30:18,490
to train people where people don't have

704
00:30:22,529 --> 00:30:20,620
an entrepreneurial research Enterprise

705
00:30:24,509 --> 00:30:22,539
because they mainly teach science are

706
00:30:27,509 --> 00:30:24,519
those the best places for us to be

707
00:30:29,360 --> 00:30:27,519
growing the science identity and people

708
00:30:32,940 --> 00:30:29,370
who ultimately we want to be like us

709
00:30:34,919 --> 00:30:32,950
often at our ones etc it's sort of doing

710
00:30:36,659 --> 00:30:34,929
pure science where the resources wind up

711
00:30:39,120 --> 00:30:36,669
enable them to do that and then thirdly

712
00:30:41,039 --> 00:30:39,130
really this idea of intersectionality

713
00:30:42,840 --> 00:30:41,049
and that is do other important social

714
00:30:45,210 --> 00:30:42,850
identities that we just sort of say why

715
00:30:47,129 --> 00:30:45,220
that shouldn't matter but we really need

716
00:30:48,720 --> 00:30:47,139
to consider the intersections in the

717
00:30:51,330 --> 00:30:48,730
relationship of this in actually

718
00:30:53,220 --> 00:30:51,340
hindering science identity professional

719
00:30:54,779 --> 00:30:53,230
science identity development is do other

720
00:30:57,389 --> 00:30:54,789
important social identities racial

721
00:30:59,430 --> 00:30:57,399
identity religious identity is often a

722
00:31:01,649 --> 00:30:59,440
big issue for people wanting to be

723
00:31:03,600 --> 00:31:01,659
scientists particularly scientists that

724
00:31:05,700 --> 00:31:03,610
would argue that there might be life

725
00:31:08,490 --> 00:31:05,710
somewhere else that God had the audacity

726
00:31:10,470 --> 00:31:08,500
to not tell us he put their social

727
00:31:11,940 --> 00:31:10,480
economic and familial identities that

728
00:31:14,370 --> 00:31:11,950
interact with science identity in ways

729
00:31:16,080 --> 00:31:14,380
that decrease the kind of commitment

730
00:31:18,180 --> 00:31:16,090
that I talked about to this identity and

731
00:31:20,460 --> 00:31:18,190
therefore are others more prominent and

732
00:31:22,799 --> 00:31:20,470
do they become more prominent as people

733
00:31:25,950 --> 00:31:22,809
develop in other ways that actually

734
00:31:27,750 --> 00:31:25,960
serve as a as a hindrance ultimately to

735
00:31:29,220 --> 00:31:27,760
the development of the science identity

736
00:31:32,129 --> 00:31:29,230
in terms of wanting to be a professional

737
00:31:33,720 --> 00:31:32,139
scientist and so again no answers

738
00:31:35,100 --> 00:31:33,730
necessarily but certainly I've sort of

739
00:31:37,110 --> 00:31:35,110
given you some tools and some things to

740
00:31:39,509 --> 00:31:37,120
sort of think about ways to sort of

741
00:31:41,220 --> 00:31:39,519
think about the challenge of this and

742
00:31:42,480 --> 00:31:41,230
then hopefully my colleagues will will

743
00:31:44,430 --> 00:31:42,490
tell you all the good stuff which

744
00:31:47,700 --> 00:31:44,440
they're not they they we're all in the

745
00:31:49,919 --> 00:31:47,710
same campus is hard to think about how

746
00:31:58,740 --> 00:31:49,929
we can do this and not not just how we

747
00:32:04,660 --> 00:32:01,770
Thank You Richard that was great

748
00:32:07,090 --> 00:32:04,670
okay our next speaker is dr. Gerhard

749
00:32:09,100 --> 00:32:07,100
Stoddard who is a sociologist of science

750
00:32:10,450 --> 00:32:09,110
at the science education department of

751
00:32:13,030 --> 00:32:10,460
the harvard-smithsonian Center for

752
00:32:15,040 --> 00:32:13,040
Astrophysics and an associate of the

753
00:32:16,840 --> 00:32:15,050
Harvard physics department he's

754
00:32:18,640 --> 00:32:16,850
conducted several large empirical

755
00:32:21,130 --> 00:32:18,650
studies on gender aspects of STEM

756
00:32:34,360 --> 00:32:21,140
careers and on STEM education

757
00:32:38,950 --> 00:32:34,370
welcome Gerhard well good morning

758
00:32:41,740 --> 00:32:38,960
everyone I'm absolutely delighted to be

759
00:32:43,810 --> 00:32:41,750
at this Astro biology conference I

760
00:32:47,890 --> 00:32:43,820
appreciate the invitation I'm a

761
00:32:50,770 --> 00:32:47,900
sociologist of science and sociologists

762
00:32:58,000 --> 00:32:50,780
of science have been studying the

763
00:33:01,390 --> 00:32:58,010
development of specialties in science

764
00:33:04,780 --> 00:33:01,400
extensively so that's kind of what we do

765
00:33:08,710 --> 00:33:04,790
and it might be interesting for members

766
00:33:11,350 --> 00:33:08,720
of this specialty who I know are very

767
00:33:15,550 --> 00:33:11,360
much focused on the origins of life in

768
00:33:16,990 --> 00:33:15,560
its development to look at the origins

769
00:33:21,820 --> 00:33:17,000
and the development of your own

770
00:33:24,100 --> 00:33:21,830
discipline there are a few stages of

771
00:33:26,520 --> 00:33:24,110
institutionalization that sub

772
00:33:27,750 --> 00:33:26,530
specialties and specialists go through

773
00:33:30,430 --> 00:33:27,760
predictably

774
00:33:33,460 --> 00:33:30,440
there are some milestones that I put on

775
00:33:36,760 --> 00:33:33,470
the on the overhead like conferences

776
00:33:39,610 --> 00:33:36,770
this is one of them associations you

777
00:33:44,050 --> 00:33:39,620
have one journals you have them already

778
00:33:46,920 --> 00:33:44,060
so these are things that are about the

779
00:33:49,920 --> 00:33:46,930
organization of communication and

780
00:33:53,890 --> 00:33:49,930
subspecialties organize different

781
00:33:56,200 --> 00:33:53,900
boundaries around communication and and

782
00:33:58,930 --> 00:33:56,210
these are the institutional vehicles by

783
00:34:02,650 --> 00:33:58,940
which you accomplish that and you have

784
00:34:05,800 --> 00:34:02,660
done so the other things are kind of in

785
00:34:08,169 --> 00:34:05,810
the future of this field that probably

786
00:34:11,639 --> 00:34:08,179
don't exist so much if they exist at all

787
00:34:15,879 --> 00:34:11,649
all like getting a degree in

788
00:34:18,639 --> 00:34:15,889
astrobiology or finally having a

789
00:34:21,970 --> 00:34:18,649
department of astrobiology at some

790
00:34:24,129 --> 00:34:21,980
University and once once that has been

791
00:34:26,710 --> 00:34:24,139
achieved then you have arrived so then

792
00:34:29,470 --> 00:34:26,720
then you know no longer a little growing

793
00:34:34,419 --> 00:34:29,480
specialty but yeah you're a grown

794
00:34:39,789 --> 00:34:34,429
specialty so so what what does that mean

795
00:34:42,519 --> 00:34:39,799
how does a subspecialty develop and the

796
00:34:45,639 --> 00:34:42,529
interesting thing is that we hardly ever

797
00:34:50,169 --> 00:34:45,649
find a subspecialty developing the

798
00:34:53,649 --> 00:34:50,179
linear form there is typically a phase

799
00:34:56,409 --> 00:34:53,659
of rapid growth the development of

800
00:34:59,170 --> 00:34:56,419
specialties goes in a logistic curve

801
00:35:01,960 --> 00:34:59,180
there's a slow beginning then there's

802
00:35:05,279 --> 00:35:01,970
this critical phase of rapid growth and

803
00:35:10,269 --> 00:35:05,289
then it kind of levels out again and

804
00:35:13,630 --> 00:35:10,279
what what I think you are at is this

805
00:35:17,440 --> 00:35:13,640
critical phase of rapid growth and this

806
00:35:22,329 --> 00:35:17,450
is important this is the time you will

807
00:35:25,390 --> 00:35:22,339
remember well because a lot of switches

808
00:35:28,029 --> 00:35:25,400
have to be thrown now that will affect

809
00:35:30,490 --> 00:35:28,039
what's going to happen later on so

810
00:35:33,579 --> 00:35:30,500
choices have to be made and you have to

811
00:35:35,829 --> 00:35:33,589
be very careful about how to make these

812
00:35:41,829 --> 00:35:35,839
choices also in relationship to a

813
00:35:44,680 --> 00:35:41,839
diversity integration and so on this is

814
00:35:47,049 --> 00:35:44,690
another thing that sociologists pay more

815
00:35:49,539 --> 00:35:47,059
attention to then maybe scientists or

816
00:35:51,309 --> 00:35:49,549
people in that specialty and that's the

817
00:35:55,420 --> 00:35:51,319
distinction between cognitive leaders

818
00:35:59,170 --> 00:35:55,430
and organizational innovators often this

819
00:36:02,260 --> 00:35:59,180
goes hand in hand especially as a new

820
00:36:05,289 --> 00:36:02,270
sub special to develop so it's just one

821
00:36:08,200 --> 00:36:05,299
person that both make scientific

822
00:36:10,599 --> 00:36:08,210
contributions and and kind of tries to

823
00:36:11,710 --> 00:36:10,609
to hoard the colleagues the few

824
00:36:15,430 --> 00:36:11,720
colleagues that do the same thing

825
00:36:17,920 --> 00:36:15,440
together but as you grow there might

826
00:36:21,120 --> 00:36:17,930
these two functions might come apart and

827
00:36:25,200 --> 00:36:21,130
and my advice to you is

828
00:36:27,150 --> 00:36:25,210
value the organizational innovators this

829
00:36:29,460 --> 00:36:27,160
is not what's usually done I mean the

830
00:36:33,180 --> 00:36:29,470
the currency the the coin of the realm

831
00:36:35,220 --> 00:36:33,190
is is information is knowledge so so the

832
00:36:37,920 --> 00:36:35,230
cognitive leaders are the ones that

833
00:36:39,930 --> 00:36:37,930
everybody looks up to but there's this

834
00:36:43,830 --> 00:36:39,940
critical function of getting you

835
00:36:46,500 --> 00:36:43,840
organized which somebody has to do and

836
00:36:54,330 --> 00:36:46,510
these people should be appreciated for

837
00:36:59,010 --> 00:36:54,340
doing it so now this is a I've

838
00:37:01,740 --> 00:36:59,020
specialized on women but in science but

839
00:37:04,860 --> 00:37:01,750
I'm trying to say this about both women

840
00:37:07,800 --> 00:37:04,870
and underrepresented minorities which to

841
00:37:11,990 --> 00:37:07,810
some extent are similar to other extent

842
00:37:14,370 --> 00:37:12,000
to uh some other extent are different so

843
00:37:17,100 --> 00:37:14,380
first I want to talk about blatant

844
00:37:20,940 --> 00:37:17,110
obstacles everybody knows about them

845
00:37:24,720 --> 00:37:20,950
discrimination harassment we wish that

846
00:37:27,290 --> 00:37:24,730
did not exist anymore but it does people

847
00:37:30,290 --> 00:37:27,300
who are from the Astronomy community

848
00:37:33,120 --> 00:37:30,300
probably are aware of a few cases

849
00:37:37,190 --> 00:37:33,130
recently that were highly publicized so

850
00:37:41,070 --> 00:37:37,200
so this is this is an ongoing problem

851
00:37:44,010 --> 00:37:41,080
but from a sociological point even more

852
00:37:48,690 --> 00:37:44,020
intriguing or subtle obstacles and these

853
00:37:50,730 --> 00:37:48,700
will be even more enduring and the the

854
00:37:54,660 --> 00:37:50,740
root of this is what we call in

855
00:37:57,510 --> 00:37:54,670
sociology the stranger problem what does

856
00:38:00,090 --> 00:37:57,520
it mean to be a stranger in a culture to

857
00:38:03,450 --> 00:38:00,100
not know the culture but to come into it

858
00:38:05,780 --> 00:38:03,460
and and there are micro mechanisms

859
00:38:08,760 --> 00:38:05,790
things that are not that obvious as

860
00:38:12,470 --> 00:38:08,770
harassment or as discrimination but tiny

861
00:38:15,990 --> 00:38:12,480
little things that go on in day-to-day

862
00:38:19,440 --> 00:38:16,000
interactions and and it this is a

863
00:38:22,020 --> 00:38:19,450
dependent boat on the natives what the

864
00:38:24,870 --> 00:38:22,030
natives do how the natives treat the

865
00:38:27,930 --> 00:38:24,880
strangers and how the strangers act so

866
00:38:30,120 --> 00:38:27,940
there it goes from both ways and like

867
00:38:33,210 --> 00:38:30,130
what Richard said identity that's how

868
00:38:34,900 --> 00:38:33,220
the stranger feels does the stranger

869
00:38:37,539 --> 00:38:34,910
feel he or she belongs

870
00:38:40,660 --> 00:38:37,549
in that strange community and then of

871
00:38:43,599 --> 00:38:40,670
course the the treatment that the

872
00:38:46,420 --> 00:38:43,609
stranger receives from the natives and

873
00:38:48,700 --> 00:38:46,430
if the natives are smart enough they

874
00:38:51,190 --> 00:38:48,710
don't blatantly discriminate but the

875
00:38:56,230 --> 00:38:51,200
outcome will be similar so there are

876
00:38:58,779 --> 00:38:56,240
several social psychological mechanisms

877
00:39:01,299 --> 00:38:58,789
that are really well researched and you

878
00:39:04,890 --> 00:39:01,309
could look them up like unconscious bias

879
00:39:08,799 --> 00:39:04,900
that people have stereotypes threat

880
00:39:10,420 --> 00:39:08,809
implicit association so it really makes

881
00:39:19,029 --> 00:39:10,430
a difference if you're a stranger in a

882
00:39:22,569 --> 00:39:19,039
culture or a native in the culture this

883
00:39:24,670 --> 00:39:22,579
is a phrase that's heard very often when

884
00:39:26,529 --> 00:39:24,680
people want to change things this is

885
00:39:30,490 --> 00:39:26,539
about women probably the same thing

886
00:39:33,880 --> 00:39:30,500
applies to underrepresented minorities

887
00:39:36,819 --> 00:39:33,890
too should we fix the women to fit into

888
00:39:39,700 --> 00:39:36,829
the existing system or should we reform

889
00:39:42,069 --> 00:39:39,710
the system to be better and of course

890
00:39:45,579 --> 00:39:42,079
the correct answer is we should fix the

891
00:39:52,509 --> 00:39:45,589
system right every everybody says so I

892
00:39:55,390 --> 00:39:52,519
but I while I agree I want to point out

893
00:40:01,359 --> 00:39:55,400
or my take on this is this is not a

894
00:40:04,029 --> 00:40:01,369
dichotomy you don't choose fixing the

895
00:40:07,569 --> 00:40:04,039
system or fixing the women and and the

896
00:40:10,140 --> 00:40:07,579
reason is time scale the time scale of a

897
00:40:12,460 --> 00:40:10,150
individual career is measured in years

898
00:40:15,720 --> 00:40:12,470
like you're graduating you need a job

899
00:40:18,460 --> 00:40:15,730
this year next year the time scale of

900
00:40:21,720 --> 00:40:18,470
institutions its institutional changes

901
00:40:24,609 --> 00:40:21,730
measured maybe in five years ten years

902
00:40:27,160 --> 00:40:24,619
so so there might be a situation where

903
00:40:29,470 --> 00:40:27,170
you have to be pragmatic you have to

904
00:40:33,789 --> 00:40:29,480
tell the minority or the woman how to

905
00:40:35,769 --> 00:40:33,799
survive in in an unfixed system because

906
00:40:39,509 --> 00:40:35,779
the alternative would be to have to

907
00:40:46,150 --> 00:40:39,519
leave so I think these things both have

908
00:40:50,349 --> 00:40:48,980
now there's a thing where women are

909
00:40:53,660 --> 00:40:50,359
different from underrepresented

910
00:40:55,400 --> 00:40:53,670
minorities one is critical mass' women

911
00:40:58,430 --> 00:40:55,410
occur naturally in the population at

912
00:41:03,220 --> 00:40:58,440
about 50 percent so that means it's easy

913
00:41:06,440 --> 00:41:03,230
for them to to be well represented and

914
00:41:08,180 --> 00:41:06,450
in sociology we know that the perception

915
00:41:11,599 --> 00:41:08,190
of a group changes depending on the

916
00:41:14,839 --> 00:41:11,609
proportion of of the membership so at

917
00:41:18,950 --> 00:41:14,849
some point people accept a group as

918
00:41:21,980 --> 00:41:18,960
mixed and and it's not quite clear where

919
00:41:26,930 --> 00:41:21,990
this percentages some studies say it's

920
00:41:30,559 --> 00:41:26,940
as low as 10% other go up to 25 30 % but

921
00:41:32,420 --> 00:41:30,569
it's this perceptional switch to say who

922
00:41:35,210 --> 00:41:32,430
there's a woman what's the woman doing

923
00:41:35,960 --> 00:41:35,220
here - yeah that's women now all over

924
00:41:38,630 --> 00:41:35,970
here

925
00:41:40,279 --> 00:41:38,640
that we're we're a mixed group and and

926
00:41:42,339 --> 00:41:40,289
that's of course easier for women to

927
00:41:46,940 --> 00:41:42,349
achieve then then for underrepresented

928
00:41:48,950 --> 00:41:46,950
minority so the the flip side is family

929
00:41:51,740 --> 00:41:48,960
obligations that's of course something

930
00:41:54,130 --> 00:41:51,750
that is more connected to to the women

931
00:42:01,250 --> 00:41:54,140
then and then to underrepresented

932
00:42:04,190 --> 00:42:01,260
minorities and this is a there's a clear

933
00:42:06,319 --> 00:42:04,200
perception that having children or

934
00:42:10,279 --> 00:42:06,329
family obligation is something that

935
00:42:12,769 --> 00:42:10,289
holds women back so some extent research

936
00:42:16,220 --> 00:42:12,779
has supported that but not as clearly as

937
00:42:18,829 --> 00:42:16,230
as the urban myth says and and we

938
00:42:22,279 --> 00:42:18,839
actually haven't found it to that extent

939
00:42:24,799 --> 00:42:22,289
and that was a study where we asked I

940
00:42:26,839 --> 00:42:24,809
think the right question it was an

941
00:42:30,019 --> 00:42:26,849
interview study and we didn't ask how

942
00:42:32,720 --> 00:42:30,029
how did having children or being married

943
00:42:36,589 --> 00:42:32,730
hold you back in your science career but

944
00:42:38,839 --> 00:42:36,599
we asked what effects did being married

945
00:42:41,210 --> 00:42:38,849
and having children have on your science

946
00:42:43,730 --> 00:42:41,220
career and then we got very complicated

947
00:42:48,349 --> 00:42:43,740
stories from both the men and the women

948
00:42:50,450 --> 00:42:48,359
and the the obstacles connected to

949
00:42:52,549 --> 00:42:50,460
family obligations are so obviously have

950
00:42:54,799 --> 00:42:52,559
to do with time and energy that you have

951
00:42:55,730 --> 00:42:54,809
to kind of take care of the kids and so

952
00:42:57,740 --> 00:42:55,740
there that that's a

953
00:42:59,690 --> 00:42:57,750
for ground but then the stories you get

954
00:43:03,320 --> 00:42:59,700
about the benefits are more

955
00:43:05,180 --> 00:43:03,330
socio-emotional like people feel happier

956
00:43:09,800 --> 00:43:05,190
and that's that's harder to measure then

957
00:43:13,910 --> 00:43:09,810
then the time that is spent on on family

958
00:43:16,880 --> 00:43:13,920
obligation so it's it's unless family

959
00:43:19,520 --> 00:43:16,890
obligations are a problem but they are

960
00:43:23,210 --> 00:43:19,530
not the whole problem and family

961
00:43:25,780 --> 00:43:23,220
obligations cannot be blamed for the

962
00:43:27,890 --> 00:43:25,790
lack of diversity in inner science

963
00:43:32,440 --> 00:43:27,900
because that's that's the easy way out

964
00:43:34,520 --> 00:43:32,450
if you say well women have children so

965
00:43:36,920 --> 00:43:34,530
they can't be that successful as

966
00:43:39,859 --> 00:43:36,930
scientists it's our fault it's just the

967
00:43:43,850 --> 00:43:39,869
way the world works so if you look at

968
00:43:46,580 --> 00:43:43,860
unmarried women if you look at women

969
00:43:48,920 --> 00:43:46,590
without children I mean that they're not

970
00:43:57,440 --> 00:43:48,930
doing perfectly well either so it's not

971
00:44:01,760 --> 00:43:57,450
just that issue of family obligations so

972
00:44:04,940 --> 00:44:01,770
this is the one point of advice I want

973
00:44:09,260 --> 00:44:04,950
to give you in astrobiology and that's

974
00:44:11,180 --> 00:44:09,270
based on studies in graduate school that

975
00:44:14,150 --> 00:44:11,190
by calling Mary Frank Fox at Georgia

976
00:44:16,940 --> 00:44:14,160
Tech did and my own case study that I

977
00:44:21,680 --> 00:44:16,950
did about a large research institution

978
00:44:24,740 --> 00:44:21,690
in stem and that is clear and explicit

979
00:44:28,450 --> 00:44:24,750
criteria help that's to do with a

980
00:44:32,540 --> 00:44:28,460
stranger you have to know the rules and

981
00:44:35,120 --> 00:44:32,550
signs of course is not something that

982
00:44:37,310 --> 00:44:35,130
does routine work a lot I mean it's

983
00:44:39,859 --> 00:44:37,320
almost by definition science does

984
00:44:42,859 --> 00:44:39,869
unexpected things does new things so it

985
00:44:48,910 --> 00:44:42,869
has to be flexibility so so what what

986
00:44:52,580 --> 00:44:48,920
comes up is a culture of deal-making and

987
00:44:54,710 --> 00:44:52,590
if you are an if you're an outsider you

988
00:44:57,500 --> 00:44:54,720
don't ask you don't make the deals you

989
00:45:02,180 --> 00:44:57,510
just don't do anything so so if there's

990
00:45:03,980 --> 00:45:02,190
flexibility it's really add it really

991
00:45:06,230 --> 00:45:03,990
helps the natives who know how to ask

992
00:45:08,540 --> 00:45:06,240
who know out how to ask for exceptions

993
00:45:08,990 --> 00:45:08,550
who knows who say well I know we usually

994
00:45:11,510 --> 00:45:09,000
don't

995
00:45:14,480 --> 00:45:11,520
do that but please do that for me and if

996
00:45:16,310 --> 00:45:14,490
you tell women and minorities exactly

997
00:45:18,860 --> 00:45:16,320
what's expected at graduate school this

998
00:45:21,320 --> 00:45:18,870
is what you need to do then they can do

999
00:45:26,650 --> 00:45:21,330
it just don't think they will figure

1000
00:45:29,480 --> 00:45:26,660
that figure it out by themselves so the

1001
00:45:32,480 --> 00:45:29,490
the point is not turning people away

1002
00:45:36,860 --> 00:45:32,490
actively from a science doesn't mean you

1003
00:45:39,290 --> 00:45:36,870
attract them so we asked what what what

1004
00:45:42,260 --> 00:45:39,300
makes people choose the careers they

1005
00:45:44,720 --> 00:45:42,270
want to have and so we did a study on a

1006
00:45:47,240 --> 00:45:44,730
kind of a rating study on what some

1007
00:45:52,370 --> 00:45:47,250
career outcomes what's important for you

1008
00:45:54,740 --> 00:45:52,380
in a career and these are all items that

1009
00:45:57,260 --> 00:45:54,750
that people could rate an importance

1010
00:46:00,470 --> 00:45:57,270
time for family time for myself and so

1011
00:46:05,180 --> 00:46:00,480
on and we classified them into four

1012
00:46:07,760 --> 00:46:05,190
different factors the work-life balance

1013
00:46:10,430 --> 00:46:07,770
factor the extrinsic factor that's like

1014
00:46:12,830 --> 00:46:10,440
Fame money and so on the pioneering

1015
00:46:14,960 --> 00:46:12,840
factor and the people related factor

1016
00:46:18,680 --> 00:46:14,970
working with people and helping other

1017
00:46:21,700 --> 00:46:18,690
people and and this is what what

1018
00:46:25,190 --> 00:46:21,710
happened are these the red dots are the

1019
00:46:31,280 --> 00:46:25,200
OD the axes are not shown so the the

1020
00:46:34,460 --> 00:46:31,290
y-axis is Fame money and status so the

1021
00:46:37,400 --> 00:46:34,470
higher it is the more fame status and

1022
00:46:40,670 --> 00:46:37,410
money people want and and the x-axis is

1023
00:46:44,150 --> 00:46:40,680
working with other people so all all the

1024
00:46:46,070 --> 00:46:44,160
men are on on the upper level they want

1025
00:46:49,930 --> 00:46:46,080
more money they want more Fame they want

1026
00:46:52,520 --> 00:46:49,940
most status in the women just true and

1027
00:46:54,710 --> 00:46:52,530
in terms of working with other people

1028
00:47:01,150 --> 00:46:54,720
there's a difference and the difference

1029
00:47:04,600 --> 00:47:01,160
is predictable by intended career so the

1030
00:47:08,030 --> 00:47:04,610
engineers sorry

1031
00:47:11,480 --> 00:47:08,040
the engineers very little interested in

1032
00:47:15,430 --> 00:47:11,490
other people these are the these are the

1033
00:47:20,289 --> 00:47:17,920
the female engineers a little more and

1034
00:47:22,120 --> 00:47:20,299
it's always to the right and down for

1035
00:47:25,660 --> 00:47:22,130
each profession so in each profession

1036
00:47:29,789 --> 00:47:25,670
the the young women want more want one

1037
00:47:32,200 --> 00:47:29,799
to help other people more than the males

1038
00:47:36,839 --> 00:47:32,210
interesting what happens with the race

1039
00:47:39,220 --> 00:47:36,849
ethnicity and and this is these are

1040
00:47:43,839 --> 00:47:39,230
coefficients for multivariate regression

1041
00:47:46,240 --> 00:47:43,849
and we found that black students and

1042
00:47:48,660 --> 00:47:46,250
Hispanic students wanted to have more of

1043
00:47:55,390 --> 00:47:53,559
so we normalized it in we took out the

1044
00:47:57,190 --> 00:47:55,400
the mean ratings because they always

1045
00:48:00,160 --> 00:47:57,200
kind of on the paper go to the right

1046
00:48:03,010 --> 00:48:00,170
side and if you take out the mean

1047
00:48:07,900 --> 00:48:03,020
differences all the differences go away

1048
00:48:10,539 --> 00:48:07,910
so there is if you if you subtract the

1049
00:48:12,400 --> 00:48:10,549
main the mean difference of like wanting

1050
00:48:16,480 --> 00:48:12,410
everything more then there's no

1051
00:48:18,789 --> 00:48:16,490
difference by race so this is like how

1052
00:48:23,319 --> 00:48:18,799
it starts and we go back to the origins

1053
00:48:27,720 --> 00:48:23,329
like I guess you like to do our origin

1054
00:48:30,640 --> 00:48:27,730
is middle school so this is what what

1055
00:48:32,349 --> 00:48:30,650
minority what students were interested

1056
00:48:36,180 --> 00:48:32,359
in middle school beginning high school

1057
00:48:39,460 --> 00:48:36,190
end of high school and beginning college

1058
00:48:41,140 --> 00:48:39,470
black students at the bottom asian

1059
00:48:43,839 --> 00:48:41,150
students at the top interestingly

1060
00:48:47,950 --> 00:48:43,849
Hispanics Hispanics were very interested

1061
00:48:51,250 --> 00:48:47,960
in stem and at middle school but then

1062
00:48:55,740 --> 00:48:51,260
they lose interest this is what happens

1063
00:48:58,200 --> 00:48:55,750
in biology also a general decline

1064
00:49:01,829 --> 00:48:58,210
Hispanics very strong in middle school

1065
00:49:05,680 --> 00:49:01,839
declined black students consistently

1066
00:49:08,890 --> 00:49:05,690
least interested that's what happens in

1067
00:49:11,740 --> 00:49:08,900
astronomy and and this is to show you

1068
00:49:15,039 --> 00:49:11,750
that the astronomy is one of the STEM

1069
00:49:18,730 --> 00:49:15,049
disciplines that crashes the most from

1070
00:49:24,010 --> 00:49:18,740
middle school to to beginning college so

1071
00:49:26,019 --> 00:49:24,020
this is remarkable how how how strongly

1072
00:49:28,269 --> 00:49:26,029
kids are interested in astronomy in

1073
00:49:28,839 --> 00:49:28,279
middle school and then how it declines

1074
00:49:30,789 --> 00:49:28,849
you

1075
00:49:33,339 --> 00:49:30,799
might say this is a good thing because

1076
00:49:40,109 --> 00:49:33,349
there are not enough jobs but but still

1077
00:49:44,469 --> 00:49:40,119
it's it's it's interesting how how the

1078
00:49:50,259 --> 00:49:44,479
what happens in astronomy the the silver

1079
00:49:53,670 --> 00:49:50,269
lining is that as tirana me is kind of

1080
00:49:57,849 --> 00:49:53,680
the gateway drug into other STEM

1081
00:50:00,819 --> 00:49:57,859
disciplines we found that people who

1082
00:50:03,609 --> 00:50:00,829
move out of who move out of astronomy

1083
00:50:05,819 --> 00:50:03,619
the larger part moves into an other STEM

1084
00:50:08,920 --> 00:50:05,829
disciplines so you could say okay

1085
00:50:12,009 --> 00:50:08,930
astronomy is not something that's a big

1086
00:50:14,589 --> 00:50:12,019
discipline but it serves as the gateway

1087
00:50:17,469 --> 00:50:14,599
for kids to go into other STEM

1088
00:50:20,769 --> 00:50:17,479
disciplines in which they then have can

1089
00:50:30,099 --> 00:50:20,779
have careers okay with that I think I'm

1090
00:50:33,309 --> 00:50:30,109
done thank you very much thank you

1091
00:50:35,979 --> 00:50:33,319
Gerhard and our last speaker this

1092
00:50:38,259 --> 00:50:35,989
morning is dr. Victoria plows who is a

1093
00:50:40,959 --> 00:50:38,269
social psychologist and a professor of

1094
00:50:42,910 --> 00:50:40,969
law and social science at the University

1095
00:50:45,640 --> 00:50:42,920
of California Berkeley School of the

1096
00:50:48,309 --> 00:50:45,650
University of California School of Law

1097
00:50:50,499 --> 00:50:48,319
and is the associate dean for equity and

1098
00:50:52,180 --> 00:50:50,509
inclusion so some of her research

1099
00:50:56,470 --> 00:50:52,190
interests include diversity and

1100
00:51:03,400 --> 00:50:56,480
inclusion science welcome dr. plough

1101
00:51:06,560 --> 00:51:03,410
[Applause]

1102
00:51:08,450 --> 00:51:06,570
thank you so much I want to thank the

1103
00:51:10,460 --> 00:51:08,460
organizing committee for inviting me and

1104
00:51:12,500 --> 00:51:10,470
all of us I've already learned so much

1105
00:51:14,780 --> 00:51:12,510
this morning and I think my comments

1106
00:51:18,590 --> 00:51:14,790
will complement what's already been said

1107
00:51:22,880 --> 00:51:18,600
in the previous presentations to kind of

1108
00:51:28,310 --> 00:51:22,890
honor dr. Pitts comments about I've

1109
00:51:31,820 --> 00:51:28,320
gained identity prominence I am Victoria

1110
00:51:39,730 --> 00:51:31,830
plout and I am a social psychologist I

1111
00:51:41,810 --> 00:51:39,740
think that to start to start I'd like to

1112
00:51:43,730 --> 00:51:41,820
well just to give you an idea of the

1113
00:51:45,200 --> 00:51:43,740
road map for the next 15 minutes so

1114
00:51:48,400 --> 00:51:45,210
we're going to start by looking briefly

1115
00:51:51,710 --> 00:51:48,410
at a graph that shows us who populates

1116
00:51:54,770 --> 00:51:51,720
not necessarily astrobiology but science

1117
00:51:55,910 --> 00:51:54,780
and engineering PhDs globally and then

1118
00:51:58,940 --> 00:51:55,920
I'd like to talk a little bit about

1119
00:52:01,550 --> 00:51:58,950
three assumptions that get in the way of

1120
00:52:07,790 --> 00:52:01,560
trying to rectify some major imbalances

1121
00:52:11,060 --> 00:52:07,800
so in terms of the global PhD so these

1122
00:52:13,790 --> 00:52:11,070
are PhD percentages of women and men

1123
00:52:17,600 --> 00:52:13,800
completing PhDs in science and

1124
00:52:20,120 --> 00:52:17,610
engineering in 56 countries that the NSF

1125
00:52:23,720 --> 00:52:20,130
was able to collect information from on

1126
00:52:27,140 --> 00:52:23,730
the x axis and on the y axis is the

1127
00:52:28,430 --> 00:52:27,150
percent of total PhDs granted in that

1128
00:52:32,330 --> 00:52:28,440
country

1129
00:52:36,230 --> 00:52:32,340
the women are in peel and the men in

1130
00:52:38,480 --> 00:52:36,240
orange and the solid circles or science

1131
00:52:41,000 --> 00:52:38,490
and engine engineering PhDs the other

1132
00:52:44,270 --> 00:52:41,010
circles are non science and engineering

1133
00:52:47,380 --> 00:52:44,280
PhDs so I know that these are probably

1134
00:52:50,120 --> 00:52:47,390
too small to read for much of the room

1135
00:52:56,570 --> 00:52:50,130
but I just wanted to point out where the

1136
00:52:58,450 --> 00:52:56,580
u.s. is right here I'll let you take

1137
00:53:02,060 --> 00:52:58,460
that in for a minute

1138
00:53:05,870 --> 00:53:02,070
yep it's the one it's the only one that

1139
00:53:11,030 --> 00:53:05,880
stands out that has an outline right

1140
00:53:14,510 --> 00:53:11,040
there okay so for all of these to the

1141
00:53:17,030 --> 00:53:14,520
left of the Ukraine which is at parity

1142
00:53:20,090 --> 00:53:17,040
there's a gender imbalance with more men

1143
00:53:21,980 --> 00:53:20,100
getting science nudging engineering PhDs

1144
00:53:24,140 --> 00:53:21,990
and to the right there are more women in

1145
00:53:26,690 --> 00:53:24,150
those countries getting science and

1146
00:53:28,490 --> 00:53:26,700
engineering PhDs and one reason I wanted

1147
00:53:31,760 --> 00:53:28,500
to show you this is just to kind of

1148
00:53:35,600 --> 00:53:31,770
remind us what we're up against but also

1149
00:53:37,730 --> 00:53:35,610
I think the graph shows that the this

1150
00:53:41,930 --> 00:53:37,740
imbalance is not inevitable because

1151
00:53:44,440 --> 00:53:41,940
clearly some countries are experiencing

1152
00:53:47,180 --> 00:53:44,450
the imbalance in in the other direction

1153
00:53:50,030 --> 00:53:47,190
we could also look at rates of

1154
00:53:52,040 --> 00:53:50,040
participation by racial groups within

1155
00:53:53,720 --> 00:53:52,050
the u.s. a lot of other countries don't

1156
00:53:56,450 --> 00:53:53,730
collect that information South Africa

1157
00:53:58,070 --> 00:53:56,460
does disability is another one in social

1158
00:54:04,870 --> 00:53:58,080
economic status but in the interest of

1159
00:54:10,460 --> 00:54:04,880
time I'm going to move on and tell folks

1160
00:54:15,710 --> 00:54:14,000
okay so there are numerous reasons for

1161
00:54:18,500 --> 00:54:15,720
these imbalances and we're not going to

1162
00:54:20,900 --> 00:54:18,510
get into them today but given the

1163
00:54:23,390 --> 00:54:20,910
interest that's been generated in terms

1164
00:54:25,730 --> 00:54:23,400
of trying to correct some of these and

1165
00:54:27,290 --> 00:54:25,740
address some of these imbalances I want

1166
00:54:29,450 --> 00:54:27,300
to take you three through three

1167
00:54:33,050 --> 00:54:29,460
assumptions and social psychological

1168
00:54:36,800 --> 00:54:33,060
work that that shows three assumptions

1169
00:54:38,359 --> 00:54:36,810
of how diversity and inclusion how

1170
00:54:40,670 --> 00:54:38,369
diversity and inclusion assumptions can

1171
00:54:43,700 --> 00:54:40,680
often get in the way of correcting those

1172
00:54:46,550 --> 00:54:43,710
assumptions so the first assumption is

1173
00:54:50,329 --> 00:54:46,560
that the best way to be fair and

1174
00:54:51,980 --> 00:54:50,339
inclusive is to ignore differences and

1175
00:54:52,970 --> 00:54:51,990
this goes back to something that dr.

1176
00:54:56,240 --> 00:54:52,980
Pitt was saying earlier about

1177
00:54:58,550 --> 00:54:56,250
colorblindness so earlier in my career I

1178
00:55:01,430 --> 00:54:58,560
conducted some interviews in a large

1179
00:55:03,770 --> 00:55:01,440
multinational Bank and in particular was

1180
00:55:06,079 --> 00:55:03,780
interviewing a manager who was in charge

1181
00:55:09,230 --> 00:55:06,089
of a large international department with

1182
00:55:11,000 --> 00:55:09,240
50 countries represented the people in

1183
00:55:13,040 --> 00:55:11,010
that department spoke 25 different

1184
00:55:15,829 --> 00:55:13,050
languages and the project was on

1185
00:55:17,630 --> 00:55:15,839
diversity in a particular diversity in

1186
00:55:20,180 --> 00:55:17,640
Compton different ways of approaching

1187
00:55:22,069 --> 00:55:20,190
conflict so the manager walked into the

1188
00:55:25,370 --> 00:55:22,079
room where we interviewers were sitting

1189
00:55:27,319 --> 00:55:25,380
and he put our proposal down on the

1190
00:55:29,720 --> 00:55:27,329
table quite forcefully and he sat down

1191
00:55:32,420 --> 00:55:29,730
and he said you know what this is great

1192
00:55:36,380 --> 00:55:32,430
but I don't have any conflict in my

1193
00:55:37,880 --> 00:55:36,390
department and we thought hmm okay well

1194
00:55:39,650 --> 00:55:37,890
interview over you know we should just

1195
00:55:42,650 --> 00:55:39,660
leave and this was in New York we could

1196
00:55:45,319 --> 00:55:42,660
go back to California but we thought

1197
00:55:46,940 --> 00:55:45,329
well gee you know there's 50 different

1198
00:55:48,770 --> 00:55:46,950
countries represented in this department

1199
00:55:50,540 --> 00:55:48,780
huge diverse gotta be some conflict

1200
00:55:52,309 --> 00:55:50,550
somewhere what's going on here so we we

1201
00:55:54,530 --> 00:55:52,319
pressed a little we Sifl that's very

1202
00:55:56,839 --> 00:55:54,540
interesting why why is that the case and

1203
00:55:58,880 --> 00:55:56,849
he says people are people

1204
00:56:01,099 --> 00:55:58,890
weld if were different but similar I

1205
00:56:03,079 --> 00:56:01,109
don't see a person as being from this

1206
00:56:05,359 --> 00:56:03,089
culture or that culture instead I see

1207
00:56:07,819 --> 00:56:05,369
them for who they really are and then he

1208
00:56:10,730 --> 00:56:07,829
went on and explained that he was raised

1209
00:56:12,109 --> 00:56:10,740
to be colorblind and that he believes

1210
00:56:15,319 --> 00:56:12,119
that people are all the same and that's

1211
00:56:18,829 --> 00:56:15,329
how you should treat people so then they

1212
00:56:20,329 --> 00:56:18,839
brought in some of his subordinates who

1213
00:56:22,460 --> 00:56:20,339
came from different backgrounds so one

1214
00:56:23,020 --> 00:56:22,470
of them was black another one was Asian

1215
00:56:25,930 --> 00:56:23,030
America

1216
00:56:28,450 --> 00:56:25,940
another one was Latino and they had very

1217
00:56:30,940 --> 00:56:28,460
different things to say about diversity

1218
00:56:34,120 --> 00:56:30,950
and conflict in their department the

1219
00:56:38,830 --> 00:56:34,130
black woman spoke about how the fact

1220
00:56:40,870 --> 00:56:38,840
that race wasn't raised as a topic or

1221
00:56:43,330 --> 00:56:40,880
was taboo as a topic meant that

1222
00:56:45,930 --> 00:56:43,340
discrimination get got swept under the

1223
00:56:49,480 --> 00:56:45,940
rug was unrecognized and unacknowledged

1224
00:56:51,640 --> 00:56:49,490
the Latino spoke about how he really

1225
00:56:54,100 --> 00:56:51,650
wished he could be himself more at work

1226
00:56:55,390 --> 00:56:54,110
and the asian-american woman talked

1227
00:56:56,830 --> 00:56:55,400
about different work styles and

1228
00:57:01,570 --> 00:56:56,840
different management styles that she

1229
00:57:03,280 --> 00:57:01,580
felt weren't appreciated so the the

1230
00:57:05,230 --> 00:57:03,290
point is that some people make the

1231
00:57:07,480 --> 00:57:05,240
assumption that you should treat people

1232
00:57:09,430 --> 00:57:07,490
as if difference doesn't matter while

1233
00:57:17,050 --> 00:57:09,440
others see things very differently now

1234
00:57:18,970 --> 00:57:17,060
does this have implications the my

1235
00:57:20,710 --> 00:57:18,980
colleagues and I can conducted a study

1236
00:57:22,570 --> 00:57:20,720
in a large healthcare organization that

1237
00:57:23,380 --> 00:57:22,580
consisted of scientists and doctors and

1238
00:57:25,810 --> 00:57:23,390
nurses and other health care

1239
00:57:27,310 --> 00:57:25,820
professionals and we conducted a survey

1240
00:57:28,810 --> 00:57:27,320
where we asked people a variety of

1241
00:57:30,490 --> 00:57:28,820
questions including what they thought

1242
00:57:32,230 --> 00:57:30,500
about diversity did they take a more

1243
00:57:33,640 --> 00:57:32,240
colorblind stance towards diversity did

1244
00:57:36,280 --> 00:57:33,650
they believe that diversity should not

1245
00:57:38,320 --> 00:57:36,290
should be ignored or did they take a

1246
00:57:40,210 --> 00:57:38,330
more different acknowledged approach to

1247
00:57:41,980 --> 00:57:40,220
diversity and felt that pause that

1248
00:57:44,980 --> 00:57:41,990
differences should be positively

1249
00:57:47,230 --> 00:57:44,990
acknowledged in organizational diversity

1250
00:57:49,780 --> 00:57:47,240
efforts we also collected information

1251
00:57:50,980 --> 00:57:49,790
about the psychological engagement of

1252
00:57:53,380 --> 00:57:50,990
the employees because we know that

1253
00:57:55,750 --> 00:57:53,390
psychological engagement predicts things

1254
00:57:58,630 --> 00:57:55,760
like absenteeism and productivity and

1255
00:58:00,580 --> 00:57:58,640
turnover and then what we did was we

1256
00:58:03,310 --> 00:58:00,590
looked within the departments and we

1257
00:58:05,860 --> 00:58:03,320
aggregated the attitudes that the

1258
00:58:07,810 --> 00:58:05,870
dominant group held the white group held

1259
00:58:10,450 --> 00:58:07,820
in the in the departments and we

1260
00:58:12,160 --> 00:58:10,460
aggregated so we aggregated their

1261
00:58:13,720 --> 00:58:12,170
attitudes towards diversity whether they

1262
00:58:15,490 --> 00:58:13,730
took a colorblind or a more different

1263
00:58:17,560 --> 00:58:15,500
acknowledging approach and then we

1264
00:58:19,750 --> 00:58:17,570
aggregated the engagement store scores

1265
00:58:20,890 --> 00:58:19,760
for the employees of color and we look

1266
00:58:25,510 --> 00:58:20,900
to see whether there was a relationship

1267
00:58:27,550 --> 00:58:25,520
and it turns out that there was the more

1268
00:58:29,860 --> 00:58:27,560
that whites and a Department held

1269
00:58:32,290 --> 00:58:29,870
colorblind attitudes the less engaged

1270
00:58:34,210 --> 00:58:32,300
the employees of color were the more

1271
00:58:36,760 --> 00:58:34,220
whites in a department held more

1272
00:58:38,770 --> 00:58:36,770
difference acknowledging attitudes the

1273
00:58:41,650 --> 00:58:38,780
more engaged the employees of color were

1274
00:58:43,630 --> 00:58:41,660
and we found that this was mediated by

1275
00:58:45,370 --> 00:58:43,640
perceptions of bias for example in the

1276
00:58:47,950 --> 00:58:45,380
colorblind more colorblind departments

1277
00:58:49,750 --> 00:58:47,960
the employees of color felt that there

1278
00:58:52,360 --> 00:58:49,760
was more bias now this is a

1279
00:58:54,210 --> 00:58:52,370
correlational study but several studies

1280
00:58:57,070 --> 00:58:54,220
that other people suggest possible

1281
00:58:59,460 --> 00:58:57,080
mechanisms and they suggest that

1282
00:59:02,170 --> 00:58:59,470
unconscious bias which dr. sonner

1283
00:59:08,320 --> 00:59:02,180
brought up earlier and conscious biases

1284
00:59:10,120 --> 00:59:08,330
may be at play so for example in one

1285
00:59:11,800 --> 00:59:10,130
study white college students read

1286
00:59:14,980 --> 00:59:11,810
materials arguing for either a

1287
00:59:16,720 --> 00:59:14,990
colorblind stance or a more

1288
00:59:18,790 --> 00:59:16,730
multicultural stance on trying to

1289
00:59:21,340 --> 00:59:18,800
improve racial harmony now they didn't

1290
00:59:22,870 --> 00:59:21,350
read it while lying on the graph I just

1291
00:59:26,430 --> 00:59:22,880
thought that this was a fun picture to

1292
00:59:28,720 --> 00:59:26,440
show and then they gave them an implicit

1293
00:59:31,330 --> 00:59:28,730
association test to measure their

1294
00:59:36,100 --> 00:59:31,340
implicit biases and and then they also

1295
00:59:38,020 --> 00:59:36,110
gave them a self-report measure of

1296
00:59:40,180 --> 00:59:38,030
prejudice and what they found was that

1297
00:59:42,580 --> 00:59:40,190
those given the colorblind material

1298
00:59:45,850 --> 00:59:42,590
beforehand expressed more implicit

1299
00:59:47,530 --> 00:59:45,860
biases and explicit biases in a

1300
00:59:51,930 --> 00:59:47,540
pro-white direction

1301
00:59:54,460 --> 00:59:51,940
other studies oops

1302
00:59:57,030 --> 00:59:54,470
other studies suggest that this

1303
00:59:58,300 --> 00:59:57,040
prescription to avoid or ignore

1304
01:00:01,000 --> 00:59:58,310
difference

1305
01:00:03,700 --> 01:00:01,010
ironically increases both nonverbal and

1306
01:00:05,350 --> 01:00:03,710
verbal prejudicial behavior and in one

1307
01:00:07,150 --> 01:00:05,360
study the directive to white

1308
01:00:08,890 --> 01:00:07,160
interviewers to ignore difference

1309
01:00:11,350 --> 01:00:08,900
actually caused the white interviewers

1310
01:00:15,070 --> 01:00:11,360
to sit further away from black

1311
01:00:16,840 --> 01:00:15,080
interviewees in another study they gave

1312
01:00:18,490 --> 01:00:16,850
people this prescription of a color

1313
01:00:21,280 --> 01:00:18,500
blind versus difference acknowledged

1314
01:00:23,800 --> 01:00:21,290
approach to diversity and then measure

1315
01:00:26,440 --> 01:00:23,810
the cognitive depletion or cognitive

1316
01:00:28,270 --> 01:00:26,450
exhaustion of the students of color who

1317
01:00:29,890 --> 01:00:28,280
were interacting with those students

1318
01:00:31,750 --> 01:00:29,900
with the white students who got the

1319
01:00:34,120 --> 01:00:31,760
colorblind or difference acknowledge

1320
01:00:35,710 --> 01:00:34,130
instructions in that particular study

1321
01:00:37,750 --> 01:00:35,720
which was conducted at Princeton these

1322
01:00:40,750 --> 01:00:37,760
were African American and Asian American

1323
01:00:43,390 --> 01:00:40,760
students and it turns out that the

1324
01:00:45,520 --> 01:00:43,400
students were there we go that the

1325
01:00:47,950 --> 01:00:45,530
students of color were more cognitively

1326
01:00:49,870 --> 01:00:47,960
exhausted after conversing with white

1327
01:00:50,560 --> 01:00:49,880
students who had been based who had been

1328
01:00:54,940 --> 01:00:50,570
told to be

1329
01:00:59,580 --> 01:00:54,950
or blind okay so that's a lot of

1330
01:01:02,290 --> 01:00:59,590
research that suggests that a focus on

1331
01:01:04,350 --> 01:01:02,300
colorblindness can have ironic

1332
01:01:07,150 --> 01:01:04,360
consequences that we need to be aware of

1333
01:01:10,120 --> 01:01:07,160
so is the answer to just focus on

1334
01:01:13,090 --> 01:01:10,130
difference no and I want to be very

1335
01:01:15,490 --> 01:01:13,100
clear about that for some of the reasons

1336
01:01:18,520 --> 01:01:15,500
that were actually enumerated earlier by

1337
01:01:20,620 --> 01:01:18,530
my colleagues it's important to create

1338
01:01:23,920 --> 01:01:20,630
conditions where people feel like they

1339
01:01:26,320 --> 01:01:23,930
can be themselves and treated fairly and

1340
01:01:28,300 --> 01:01:26,330
where it's okay to talk about difference

1341
01:01:30,520 --> 01:01:28,310
and where race and other differences are

1342
01:01:32,500 --> 01:01:30,530
on the table but it's not okay to

1343
01:01:34,720 --> 01:01:32,510
pigeonhole people or stereotype people

1344
01:01:37,240 --> 01:01:34,730
and there's research that suggests that

1345
01:01:39,100 --> 01:01:37,250
if suggest that if diversity messaging

1346
01:01:41,770 --> 01:01:39,110
makes people think that they're only

1347
01:01:45,730 --> 01:01:41,780
there they've only been selected because

1348
01:01:47,890 --> 01:01:45,740
they add to diversity then that harms

1349
01:01:52,450 --> 01:01:47,900
their engagement especially in low

1350
01:01:54,400 --> 01:01:52,460
representation environments so in some

1351
01:01:56,860 --> 01:01:54,410
attending to diversity is complicated

1352
01:01:58,660 --> 01:01:56,870
but avoiding it altogether is not the

1353
01:02:02,640 --> 01:01:58,670
way to go okay

1354
01:02:05,380 --> 01:02:02,650
assumption number two everyone

1355
01:02:08,800 --> 01:02:05,390
experiences settings like educational

1356
01:02:10,960 --> 01:02:08,810
settings in the same way we look at the

1357
01:02:13,630 --> 01:02:10,970
classroom we assume that people are

1358
01:02:15,640 --> 01:02:13,640
experiencing us say as professors in the

1359
01:02:17,140 --> 01:02:15,650
same way and they are not and they are

1360
01:02:19,300 --> 01:02:17,150
not experiencing each other

1361
01:02:21,700 --> 01:02:19,310
in the same way either for

1362
01:02:23,830 --> 01:02:21,710
underrepresented students belonging is a

1363
01:02:26,860 --> 01:02:23,840
key driver of participation and

1364
01:02:34,330 --> 01:02:26,870
sometimes even performance so in one

1365
01:02:36,430 --> 01:02:34,340
study in one study the experimenters

1366
01:02:38,740 --> 01:02:36,440
randomly assigned african-american and

1367
01:02:41,620 --> 01:02:38,750
white first-year college students to

1368
01:02:44,740 --> 01:02:41,630
read testimonials from older students

1369
01:02:46,810 --> 01:02:44,750
about having felt that they didn't

1370
01:02:49,990 --> 01:02:46,820
belong when they started college but now

1371
01:02:51,940 --> 01:02:50,000
that they were older they felt like they

1372
01:02:53,770 --> 01:02:51,950
had belong they had grown confidence in

1373
01:02:56,200 --> 01:02:53,780
their feelings of belonging note this

1374
01:02:58,420 --> 01:02:56,210
wasn't about academic skill it was about

1375
01:03:01,330 --> 01:02:58,430
social belonging in the control group

1376
01:03:03,100 --> 01:03:01,340
they just read other material it was

1377
01:03:05,230 --> 01:03:03,110
unrelated material

1378
01:03:07,660 --> 01:03:05,240
and what they found was this one-hour

1379
01:03:10,660 --> 01:03:07,670
reading of these testimonials just as

1380
01:03:13,300 --> 01:03:10,670
one-hour manipulation reduce the racial

1381
01:03:21,930 --> 01:03:13,310
achievement gap over the course of three

1382
01:03:26,260 --> 01:03:24,670
another issue that is related to

1383
01:03:29,290 --> 01:03:26,270
belonging is the existence of

1384
01:03:32,710 --> 01:03:29,300
stereotypes about science so what are

1385
01:03:35,650 --> 01:03:32,720
some stereotypes about scientists any

1386
01:03:39,150 --> 01:03:35,660
ideas from the audience white males very

1387
01:03:42,360 --> 01:03:39,160
good yes there's a picture white males

1388
01:03:45,910 --> 01:03:42,370
geeky always working alone

1389
01:03:48,580 --> 01:03:45,920
not necessarily solving not necessarily

1390
01:03:49,780 --> 01:03:48,590
solving problems just doing science for

1391
01:03:53,070 --> 01:03:49,790
the sake of science as one of the

1392
01:03:56,620 --> 01:03:53,080
earlier quote said so we in our research

1393
01:03:58,420 --> 01:03:56,630
we wanted to examine in particular the

1394
01:04:02,140 --> 01:03:58,430
stereotype that computer science is

1395
01:04:04,060 --> 01:04:02,150
geeky and students came to the computer

1396
01:04:06,160 --> 01:04:04,070
science building and they completed a

1397
01:04:08,800 --> 01:04:06,170
test in a questionnaire in a room that

1398
01:04:11,080 --> 01:04:08,810
we had decorated either with objects

1399
01:04:13,060 --> 01:04:11,090
that were pre tested as stereotypical or

1400
01:04:17,890 --> 01:04:13,070
non stereotypical and I'm going to show

1401
01:04:21,480 --> 01:04:17,900
you what that means in a moment okay so

1402
01:04:29,680 --> 01:04:24,490
Star Trek poster sci-fi books

1403
01:04:33,490 --> 01:04:29,690
coke cans and here's the non

1404
01:04:35,950 --> 01:04:33,500
stereotypical room nature poster neutral

1405
01:04:37,900 --> 01:04:35,960
books and water bottles note that some

1406
01:04:42,540 --> 01:04:37,910
of these items came from my house but I

1407
01:04:48,910 --> 01:04:45,220
so they took the the questionnaire and

1408
01:04:50,170 --> 01:04:48,920
the test in this room and what we won

1409
01:04:52,180 --> 01:04:50,180
things we asked them about was their

1410
01:04:56,790 --> 01:04:52,190
motivation to pursue computer science as

1411
01:04:59,260 --> 01:04:56,800
a major and what we found was that for

1412
01:05:02,349 --> 01:04:59,270
men there wasn't much of a difference in

1413
01:05:04,390 --> 01:05:02,359
this study but for women it did make a

1414
01:05:07,120 --> 01:05:04,400
difference they were much more motivated

1415
01:05:09,670 --> 01:05:07,130
in the more neutral or non stereotypical

1416
01:05:11,770 --> 01:05:09,680
room note not feminine room but neutral

1417
01:05:13,540 --> 01:05:11,780
or non stereotypical room than in the

1418
01:05:16,960 --> 01:05:13,550
stereotypical room and we replicated

1419
01:05:18,270 --> 01:05:16,970
this many times with other not majors

1420
01:05:20,319 --> 01:05:18,280
but with teams and companies

1421
01:05:23,859 --> 01:05:20,329
organizations and different types of

1422
01:05:27,460 --> 01:05:23,869
groups the main mediator that we have

1423
01:05:29,950 --> 01:05:27,470
found for this has been feelings of fit

1424
01:05:32,470 --> 01:05:29,960
and belonging again echoing the earlier

1425
01:05:35,140 --> 01:05:32,480
presentations it turns out the feeling

1426
01:05:38,950 --> 01:05:35,150
that you fit with your product typical

1427
01:05:41,349 --> 01:05:38,960
image of what a field is or who

1428
01:05:42,940 --> 01:05:41,359
populates that field is very important

1429
01:05:48,760 --> 01:05:42,950
in motivating interest in participating

1430
01:05:50,950 --> 01:05:48,770
in that field other studies have found

1431
01:05:52,630 --> 01:05:50,960
that there are stereotypes that

1432
01:06:02,079 --> 01:05:52,640
scientists don't collaborate and that

1433
01:06:04,450 --> 01:06:02,089
that can affect women and whoops and and

1434
01:06:06,039 --> 01:06:04,460
that emphasizing the ways in which the

1435
01:06:08,410 --> 01:06:06,049
pursuit of science is a collaborative

1436
01:06:10,270 --> 01:06:08,420
effort and instead of just a solitary

1437
01:06:13,089 --> 01:06:10,280
one actually boosts women's inclination

1438
01:06:15,309 --> 01:06:13,099
to pursue a scientific career so going

1439
01:06:17,799 --> 01:06:15,319
back to something that dr. Pitt said

1440
01:06:19,690 --> 01:06:17,809
earlier I think it behooves us to make

1441
01:06:23,559 --> 01:06:19,700
an effort to understand what people's

1442
01:06:27,940 --> 01:06:23,569
perceptions and stereotypes are of us as

1443
01:06:30,760 --> 01:06:27,950
faculty but also of our field and of our

1444
01:06:32,289 --> 01:06:30,770
department and of our classes how many

1445
01:06:33,670 --> 01:06:32,299
times do you think about the posters

1446
01:06:35,200 --> 01:06:33,680
that you put up in your off

1447
01:06:37,089 --> 01:06:35,210
or the pictures that you put up in your

1448
01:06:38,920 --> 01:06:37,099
office right what are you communicating

1449
01:06:41,769 --> 01:06:38,930
about who you are and what your field is

1450
01:06:45,849 --> 01:06:41,779
and who populates your field with these

1451
01:06:49,210 --> 01:06:45,859
subtle cues okay the third one is going

1452
01:06:51,730 --> 01:06:49,220
to be my closing the third assumption is

1453
01:06:53,950 --> 01:06:51,740
that these problems are too entrenched

1454
01:06:58,089 --> 01:06:53,960
these imbalances are too entrenched or

1455
01:07:00,460 --> 01:06:58,099
too difficult to do anything about and

1456
01:07:03,309 --> 01:07:00,470
here I would say don't think about what

1457
01:07:09,690 --> 01:07:03,319
you can't do think about what you can do

1458
01:07:12,099 --> 01:07:09,700
and then go and do it so some general

1459
01:07:14,620 --> 01:07:12,109
issues to think about the first one is

1460
01:07:16,839 --> 01:07:14,630
that leadership matters there's research

1461
01:07:19,260 --> 01:07:16,849
suggesting that leaders with a diversity

1462
01:07:22,180 --> 01:07:19,270
worldview who are sensitive to diversity

1463
01:07:23,980 --> 01:07:22,190
positively affect averse teams and one

1464
01:07:26,049 --> 01:07:23,990
thing that leaders can do is make

1465
01:07:29,200 --> 01:07:26,059
diversity and inclusion a priority and

1466
01:07:31,870 --> 01:07:29,210
create a sense of accountability and

1467
01:07:34,980 --> 01:07:31,880
also value the organizational innovators

1468
01:07:40,870 --> 01:07:34,990
as dr. sonner said who do this work

1469
01:07:43,930 --> 01:07:40,880
another one is to assign a person to be

1470
01:07:47,200 --> 01:07:43,940
responsible for diversity within your

1471
01:07:50,079 --> 01:07:47,210
say department or a committee to do so

1472
01:07:53,200 --> 01:07:50,089
so that you can do things like track

1473
01:07:55,539 --> 01:07:53,210
belonging our people network are they

1474
01:07:57,609 --> 01:07:55,549
being mentored are they having the

1475
01:07:59,769 --> 01:07:57,619
opportunities they need for success or

1476
01:08:01,569 --> 01:07:59,779
recents to just out study from a

1477
01:08:04,329 --> 01:08:01,579
colleague of mine at Berkeley suggests

1478
01:08:08,529 --> 01:08:04,339
that in the first year of graduate

1479
01:08:11,230 --> 01:08:08,539
school in STEM fields students of color

1480
01:08:15,190 --> 01:08:11,240
and women are not publishing as much as

1481
01:08:17,559 --> 01:08:15,200
their white male counterparts or the

1482
01:08:19,840 --> 01:08:17,569
organizational sociology research

1483
01:08:21,160 --> 01:08:19,850
suggests that these factors things like

1484
01:08:26,729 --> 01:08:21,170
creating a sense of accountability

1485
01:08:31,390 --> 01:08:29,439
enforcing some kind of or creating some

1486
01:08:35,649 --> 01:08:31,400
kind of individual or committee

1487
01:08:39,280 --> 01:08:35,659
responsibility for diversity and things

1488
01:08:45,789 --> 01:08:39,290
like mentorship are the most effective

1489
01:08:47,050 --> 01:08:45,799
in creating diversity the next one is to

1490
01:08:49,450 --> 01:08:47,060
collect an exam

1491
01:08:52,240 --> 01:08:49,460
and data look at where the problems are

1492
01:08:54,040 --> 01:08:52,250
are the issues with outreach are they

1493
01:08:55,900 --> 01:08:54,050
with participation in these high school

1494
01:08:57,820 --> 01:08:55,910
and college programs that dr. Pitts were

1495
01:08:59,410 --> 01:08:57,830
mentioning are they in the application

1496
01:09:01,300 --> 01:08:59,420
process are they in the recruitment

1497
01:09:04,390 --> 01:09:01,310
process are they end hiring are they in

1498
01:09:08,500 --> 01:09:04,400
promotion are they in retention and then

1499
01:09:11,380 --> 01:09:08,510
finally take action Harvey Mudd tripled

1500
01:09:13,900 --> 01:09:11,390
its number of female computer science

1501
01:09:17,890 --> 01:09:13,910
majors while that major while numbers of

1502
01:09:20,170 --> 01:09:17,900
women were declining nationwide and they

1503
01:09:21,730 --> 01:09:20,180
credit research based practices so for

1504
01:09:24,460 --> 01:09:21,740
example they redesigned their gateway

1505
01:09:26,829 --> 01:09:24,470
course to present more breadth and more

1506
01:09:29,440 --> 01:09:26,839
basics they presented mentored research

1507
01:09:31,530 --> 01:09:29,450
opportunities to students early to women

1508
01:09:34,900 --> 01:09:31,540
students in particular early in their

1509
01:09:36,430 --> 01:09:34,910
undergraduate career and they started an

1510
01:09:41,070 --> 01:09:36,440
annual field trip to the great annual

1511
01:09:43,660 --> 01:09:41,080
Grace Hopper celebration so in sum

1512
01:09:45,280 --> 01:09:43,670
there's no perfect recipe there's a lot

1513
01:09:47,500 --> 01:09:45,290
of challenges and as my colleague said

1514
01:09:49,770 --> 01:09:47,510
it is difficult but armed with a deeper

1515
01:09:52,500 --> 01:09:49,780
understanding of the processes of

1516
01:09:54,360 --> 01:09:52,510
diversity and inclusion we can do better

1517
01:10:02,180 --> 01:09:54,370
thank you

1518
01:10:05,189 --> 01:10:02,190
[Applause]

1519
01:10:09,120 --> 01:10:05,199
thank you so much dr. pile well we have

1520
01:10:13,259 --> 01:10:09,130
a little time now for questions we have

1521
01:10:19,319 --> 01:10:13,269
a very few minutes for questions if

1522
01:10:23,759 --> 01:10:19,329
anybody has a question or comment sorry

1523
01:10:26,490 --> 01:10:23,769
well it's on now oh okay Windom again at

1524
01:10:28,229 --> 01:10:26,500
Rensselaer Polytechnic Institute I just

1525
01:10:31,470 --> 01:10:28,239
wanted to make a comment about fixing

1526
01:10:34,740 --> 01:10:31,480
women versus fixing the system the first

1527
01:10:37,319 --> 01:10:34,750
comment is that I always find it curious

1528
01:10:41,180 --> 01:10:37,329
that fixing the men is not included

1529
01:10:43,770 --> 01:10:41,190
there as though somehow men are not

1530
01:10:47,220 --> 01:10:43,780
responsible in any way for the system

1531
01:10:50,189 --> 01:10:47,230
but but even perhaps more importantly

1532
01:10:52,589 --> 01:10:50,199
I've been participating in these sort of

1533
01:10:55,410 --> 01:10:52,599
conversations this is not new these

1534
01:10:57,209 --> 01:10:55,420
considerations probably since the 1970s

1535
01:10:59,879 --> 01:10:57,219
so what is it like 40 or 50 years

1536
01:11:04,229 --> 01:10:59,889
I think women have been sufficiently

1537
01:11:06,899 --> 01:11:04,239
fixed or compromised or however we want

1538
01:11:09,060 --> 01:11:06,909
to put it I really think we need to

1539
01:11:12,450 --> 01:11:09,070
really focus on the system at this point

1540
01:11:14,040 --> 01:11:12,460
I think to suggest that we still have to

1541
01:11:16,649 --> 01:11:14,050
make those compromises so that our

1542
01:11:19,229 --> 01:11:16,659
careers are not suffering and I'm

1543
01:11:21,750 --> 01:11:19,239
particularly looking at junior women and

1544
01:11:23,459 --> 01:11:21,760
I suppose to some you know and I got

1545
01:11:25,109 --> 01:11:23,469
because I'm not familiar with it but I

1546
01:11:28,729 --> 01:11:25,119
suppose that this would also be relevant

1547
01:11:32,279 --> 01:11:28,739
for minorities some of whom are women

1548
01:11:33,870 --> 01:11:32,289
you know it's that's done that's done we

1549
01:11:35,609 --> 01:11:33,880
need to move forward specifically

1550
01:11:45,230 --> 01:11:35,619
address the system and stop thinking

1551
01:11:51,540 --> 01:11:48,320
yes please

1552
01:11:55,410 --> 01:11:51,550
what I wanted to say and what I still

1553
01:12:02,760 --> 01:11:55,420
say is this is not it's not a dichotomy

1554
01:12:06,800 --> 01:12:02,770
it's there are situations where really

1555
01:12:11,130 --> 01:12:06,810
one career is at stake very quickly and

1556
01:12:16,140 --> 01:12:11,140
I think in that situation you have to be

1557
01:12:19,890 --> 01:12:16,150
pragmatic and I agree with you I'm I'm

1558
01:12:23,910 --> 01:12:19,900
action advocate of fixing the system and

1559
01:12:29,610 --> 01:12:23,920
and I've done research on that but I I

1560
01:12:31,980 --> 01:12:29,620
don't think you can you should you

1561
01:12:35,040 --> 01:12:31,990
should tell a woman at that juncture in

1562
01:12:38,340 --> 01:12:35,050
their career now we need first we need

1563
01:12:41,640 --> 01:12:38,350
to fix the system because I I think it's

1564
01:12:45,390 --> 01:12:41,650
the timescale of an individual careers

1565
01:12:48,720 --> 01:12:45,400
very sensitive I completely understand

1566
01:12:51,060 --> 01:12:48,730
that I'm just it's time it's time I mean

1567
01:12:53,520 --> 01:12:51,070
how much longer how many more 5 to

1568
01:12:56,340 --> 01:12:53,530
10-year periods do we need of that it's

1569
01:13:00,900 --> 01:12:56,350
it's well past time I'm not against it

1570
01:13:03,750 --> 01:13:00,910
I've just the next question

1571
01:13:05,910 --> 01:13:03,760
so my name is Pia and I'm undergraduate

1572
01:13:09,420 --> 01:13:05,920
student actually at the University of

1573
01:13:12,450 --> 01:13:09,430
Texas we have a three percent black

1574
01:13:15,170 --> 01:13:12,460
population at my university and I've

1575
01:13:17,400 --> 01:13:15,180
noticed that especially in science

1576
01:13:21,090 --> 01:13:17,410
oftentimes women of color experience

1577
01:13:23,280 --> 01:13:21,100
things differently than white women what

1578
01:13:24,510 --> 01:13:23,290
and I think that science and the way

1579
01:13:27,150 --> 01:13:24,520
that we talk about science has a role in

1580
01:13:28,680 --> 01:13:27,160
that even like on Monday at the

1581
01:13:30,210 --> 01:13:28,690
planetary protection session we had

1582
01:13:32,010 --> 01:13:30,220
people saying that planetary protection

1583
01:13:35,640 --> 01:13:32,020
didn't matter that contamination in

1584
01:13:37,350 --> 01:13:35,650
space was okay and this was after there

1585
01:13:39,390 --> 01:13:37,360
was like an Apache hoop dance the day

1586
01:13:42,270 --> 01:13:39,400
before which I think empirically shows

1587
01:13:44,850 --> 01:13:42,280
that like colonization has been a

1588
01:13:46,590 --> 01:13:44,860
problem like we have used science to

1589
01:13:49,040 --> 01:13:46,600
support things like eugenics we've used

1590
01:13:51,720 --> 01:13:49,050
science to support things like

1591
01:13:53,640 --> 01:13:51,730
transphobia so how do you think that

1592
01:13:56,010 --> 01:13:53,650
like we can create a diverse environment

1593
01:13:56,820 --> 01:13:56,020
in science when people aren't willing to

1594
01:13:58,230 --> 01:13:56,830
question

1595
01:14:02,790 --> 01:13:58,240
ways in which we produce our knowledge

1596
01:14:09,390 --> 01:14:05,850
I apologize everybody we're over time

1597
01:14:12,390 --> 01:14:09,400
now and they need to transform the rooms

1598
01:14:15,180 --> 01:14:12,400
for the next sessions but we do have a

1599
01:14:17,190 --> 01:14:15,190
break coming up so I'd invite all of

1600
01:14:20,340 --> 01:14:17,200
those who have questions to come up and

1601
01:14:32,360 --> 01:14:20,350
perhaps discuss them with our panelists

1602
01:14:39,270 --> 01:14:36,300
yes before everybody takes off we had

1603
01:14:42,780 --> 01:14:39,280
one last thing to mention here we don't

1604
01:14:45,840 --> 01:14:42,790
want to leave on a depressing note and

1605
01:14:48,650 --> 01:14:45,850
so what I want to invite everybody to do

1606
01:14:51,720 --> 01:14:48,660
is to go back to your institutions and

1607
01:14:54,300 --> 01:14:51,730
do something take at least one small

1608
01:14:56,370 --> 01:14:54,310
action one takeaway point from our

1609
01:14:59,190 --> 01:14:56,380
speakers that you think you can make a

1610
01:15:02,100 --> 01:14:59,200
difference with and I learned this

1611
01:15:04,200 --> 01:15:02,110
myself as a parent that you don't have

1612
01:15:05,880 --> 01:15:04,210
to be a perfect parent all the time in

1613
01:15:08,760 --> 01:15:05,890
fact a colleague and child development

1614
01:15:10,860 --> 01:15:08,770
said you only have to be a good parent a

1615
01:15:12,630 --> 01:15:10,870
perfect parent five percent of the time

1616
01:15:16,080 --> 01:15:12,640
which seems like a staggering low number

1617
01:15:18,000 --> 01:15:16,090
from a professional but go out and do

1618
01:15:20,160 --> 01:15:18,010
something those little changes do make a