Brian Beckford University of Michigan APS DPF Meeting, August 3, 2017

Survey of the physics landscape and attempts to improve diversity

Brian Beckford University of Michigan

APS DPF Meeting, August 3, 2017

©2017, B. Beckford: [email protected] Population Women and URM make up a substantial portion of the US population A Science and engineering degrees earned by underrepresented minority Science and engineering degrees earned by white women and men: B women and men: 1995–2014 1995–2014 Percent Percent 14 45 Bachelor’s, women Bachelor’s, men Doctorate, women 12 40 ๏ Women are aboutMaster’s, women Master’s,50%, men Doctorate, Hispanics, men 17%, black 13%, Asian, 6%, 35 10 30 (American8 Indian, Alaskan Native,25 Native Hawaiian, Paciﬁc Islander, 6 20 15 4 Bachelor’s, men Doctorate, men Master’s, women and those who reported more than10 Bachelor’s,one women raceMaster’s, men 2%.Doctorate, women (URM ~ 35%) 2 Introduction 5 0 0 1995 1998 2000 2002 2004 2006 2008 2011 2012 2014 1995 1998 2000 2002 2004 2006 2008 2011 2012 2014 The representation of certain groups of people in science NOTE: Data not available for 1999. NOTE: Data not available for 1999. CNoninstitutionalizedScience and engineering degrees earned by resident Asian women and men:population Science of and the engineering United bachelor's Statesdegrees earned ages by Hispanic 18–64, women, D A 1995–2014 by field: 1995–2014 and engineering (S&E) education and employment byPercent race, ethnicity, and sex: 2014 Percent 14 12 AsianPsychology men 2.7% Physical sciences Bachelor’s, men 12 10 Social sciences Engineering Bachelor’s, women BiologicalAsian sciences womenComputer 3.0% sciences difers from their representation in the U.S. population. Master’s, men 10 Mathematics and statistics Doctorate, womenWhite women 8 Doctorate, men Black men 6.1% 8 Master’s, women 31.0% 6 Women, persons with disabilities, and three racial and 6 4 4 ethnic groups—blacks, Hispanics, and American Indians 2 2 Black women 6.6% 0 0 1995 1998 2000 2002 2004 2006 2008 2011 2012 2014 1995 1998 2000 2002 2004 2006 2008 2010 2012 2014 or Alaska Natives—are underrepresented in S&E. While NOTE: Data not available for 1999. NOTES: Data not available for 1999. Hispanic may be any race.

E Science and engineering bachelor's degrees earned by black or Science and engineering bachelor'sHispanic degrees earned men by 8.7% Asian women, F women have reached parity with men among S&E degree African American women, by feld: 1995–2014 by feld: 1995–2014 Percent Percent 12 12 recipients overall, they constitute disproportionally smaller Psychology Computer sciences Biological sciences Mathematics and statistics Social sciences Mathematics and statistics Physical sciences Engineering 10 10 Biological sciences Engineering Psychology Computer sciences Physical sciences Social sciencesHispanic women 8.3% percentages of employed scientists and engineers than they 8 8 6 White men 31.0% 6 Other men 1.2% Other women 1.3% do of the U.S. population. Blacks, Hispanics, and American 4 4 NOTES:2 Hispanic may be any race. Other includes individuals2 not of Hispanic ethnicity who reported more Indians or Alaska Natives have gradually increased their than0 one race or a race not listed separately. 0 1995 1998 2000 2002 2004 2006 2008 2010 2012 2014 1995 1998 2000 2002 2004 2006 2008 2010 2012 2014 share of S&E degrees, but they remain underrepresented in NOTE: Data not available for 1999. NOTE: Data not available for 1999.

11 educational attainment and the S&E workforce. By contrast, www.nsf.gov/statistics/wmpd/ ©2017, B. Beckford: [email protected] and other racial and ethnic groups combined (American Asians are overrepresented among S&E degree recipients Indians or Alaska Natives, Native Hawaiians or Other Pacific and employed scientists and engineers. Islanders, and individuals who report more than one race Underrepresentation and overrepresentation of women and are not Hispanic), 2%. According to the latest Census and racial or ethnic groups vary by field of study and Bureau projections, minorities will account for 56% of the occupation. Variations in the representation of these U.S. population by 2060. The largest growth is projected in groups are rooted in diferences in precollege course the numbers of Hispanics, Asians, and persons of multiple taking, participation in S&E higher education, and overall races. Despite increasing numbers, the proportion of blacks educational attainment. is projected to grow only 1 percentage point by 2060.

Women and underrepresented minorities constituted a Hispanic women were the largest group of minority women substantial portion of the U.S. population ages 18 to 64 ages 18 to 64 years in the United States in 2014, constituting years in 2014 (figure A). Women were about 50% of this 8% of the overall population in this age group. Black population; Hispanics, 17%; blacks, 13%; Asians, 6%; women constituted 7% of this population; Asian women,

2 Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017 Representation in physical sciences

Underrepresented Minority (URM): Statistically underrepresented group in a ﬁeld and A Science and engineering degrees earned by underrepresented minority Science and engineering degrees earned by white women and men: B that is not representativewomen and men: 1995–2014 of population. For1995–2014 this talk, the URM is Hispanic-, African-, and Percent Percent 14 45 American Indian, AlaskanBachelor’s, women Native,Bachelor’s, men Doctorate, Native women Hawaiian,40 and Paciﬁc Islander 12 Master’s, women Master’s, men Doctorate, men 35 10 30 8 25 A Science and6 engineering degrees earned20 by underrepresented minority Science and engineering degrees earned by white women and men: B 15 4 Bachelor’s, men Doctorate, men Master’s, women 10 Bachelor’s, women Master’s, men Doctorate, women 2 women and men: 1995–2014 5 1995–2014 0 0 1995 1998 2000 2002 2004 2006 2008 2011 2012 2014 1995 1998 2000 2002 2004 2006 2008 2011 2012 2014 Percent NOTE: Data not available for 1999. NOTE: Data not available for 1999. Percent

14 C Science and engineering degrees earned by Asian women and men: Science and engineering bachelor's degrees earned by Hispanic women, D 45 1995–2014 by field: 1995–2014 PercentBachelor’s, women Bachelor’s,Percent men Doctorate, women 40 12 14 12 Psychology Physical sciences Master’s,Bachelor’s, men women Master’s, men Doctorate, men 12 10 Social sciences Engineering Bachelor’s, women Biological sciences Computer sciences Master’s, men 35 10 Mathematics and statistics Doctorate, women 8 10 Doctorate, men 8 Master’s, women 6 30 6 4 8 4 25 2 2

0 0 6 1995 1998 2000 2002 2004 2006 2008 2011 2012 2014 1995 1998 2000 2002 2004 2006 2008 2010 2012 2014 20 NOTE: Data not available for 1999. NOTES: Data not available for 1999. Hispanic may be any race. 15 4 E Science and engineering bachelor's degrees earned by black or Science and engineering bachelor's degrees earned by Asian women, F Bachelor’s, men Doctorate, men Master’s, women African American women, by feld: 1995–2014 by feld: 1995–2014 10 Percent Percent Bachelor’s, women Master’s, men Doctorate, women 12 12 2 Psychology Computer sciences Biological sciences Mathematics and statistics Social sciences Mathematics and statistics Physical sciences Engineering 10 10 5 Biological sciences Engineering Psychology Computer sciences Physical sciences Social sciences 0 8 8 0 1995 6 1998 2000 2002 20046 2006 2008 2011 2012 2014 4 4 1995 1998 2000 2002 2004 2006 2008 2011 2012 2014 NOTE: Data not2 available for 1999. 2 NOTE: Data not available for 1999. 0 0 1995 1998 2000 2002 2004 2006 2008 2010 2012 2014 1995 1998 2000 2002 2004 2006 2008 2010 2012 2014 NOTE: Data not available for 1999. NOTE: Data not available for 1999.

11 C Sciencewww.nsf.gov/statistics/wmpd/ and engineering degrees earned3 by Asian women and men: ©2017, B. Beckford: [email protected] and engineering bachelor's degrees earned by Hispanic women, D 1995–2014 by field: 1995–2014 Percent Percent 14 12 Psychology Physical sciences Bachelor’s, men 12 10 Social sciences Engineering Bachelor’s, women Biological sciences Computer sciences Master’s, men 10 Mathematics and statistics Doctorate, women 8 Doctorate, men 8 Master’s, women 6 6 4 4

2 2

0 0 1995 1998 2000 2002 2004 2006 2008 2011 2012 2014 1995 1998 2000 2002 2004 2006 2008 2010 2012 2014 NOTE: Data not available for 1999. NOTES: Data not available for 1999. Hispanic may be any race.

E Science and engineering bachelor's degrees earned by black or Science and engineering bachelor's degrees earned by Asian women, F African American women, by feld: 1995–2014 by feld: 1995–2014 Percent Percent 12 12 Psychology Computer sciences Biological sciences Mathematics and statistics Social sciences Mathematics and statistics Physical sciences Engineering 10 10 Biological sciences Engineering Psychology Computer sciences Physical sciences Social sciences 8 8

6 6

4 4

2 2

0 0 1995 1998 2000 2002 2004 2006 2008 2010 2012 2014 1995 1998 2000 2002 2004 2006 2008 2010 2012 2014 NOTE: Data not available for 1999. NOTE: Data not available for 1999.

www.nsf.gov/statistics/wmpd/ 11 Bachelor’s degrees earned by Hispanic -, African Americans in physical science fields

Hispanic American and African American physics BS accounts for 2-3% of earned degrees, respectively. Native American physics BS is roughly 0.5%. African American Hispanic American Bachelor Degrees Percentage of BS degrees earnedBachelor by Degrees Percentage of BS degrees earned by Hispanic Americans by major African Americans by major

20% 16%

18% 14% 16% Popula1on Popula1on 12% 14% Biology Chemistry 12% Engineering 10% Biology

10% Chemistry 8% Math and Stats

8% Math and Stats 6% Engineering 6% Physics Physics 489 4% 4% Earth Sciences 182 169 Earth Sciences 2% 2% 112 Sources: IPEDS Completion survey by race, US Census Sources: IPEDS Completion survey by race, US Census 0% 0% 1995 2000 2005 2010 2015 1995 2000 2005 2010 2015

focus on Native American Participation in Physical Sciences and Engineering Page 10 Figure 2 Conclusion Number of Bachelor Degrees Earned in Physical Science Fields

Overall, Native Americans are earning physical science and Per 1,000 Degrees, 2003-2013 engineering bachelor’s degrees at lower rates than the total population. For every 1,000 degrees earned by Native Americans 41, were earned in engineering and 12 were earned in the physical sciences, compared Chemistry Earth Sciences to 54 and 15 by the total Bachelor’spopulation, respectively degrees. Figure 4 earnedshows the by Native Americans trends in degrees earned by Native Americans in engineering fields and 10 4.5 the physical sciences as a percent of total degrees earned. Reporting 4 in physical science8 fields the proportion of degrees earned shows a clear downward trend for 3.5 3 Native Americans among degree recipients. If trends continue at their 6 current rates, underrepresentation in these fields will only increase for 2.5 2 Native Americans.Hispanic American and African American physics4 BS accounts for 2-3% of earned degrees, respectively. Native American physics BS is roughly 0.5%. 1.5 2 1 Figure 4 0.5 0 0 2003 2005 2007 2009 2011 2013 2003 2005 2007 2009 2011 2013 Proportion of Engineering and Physical Science Bachelor’s Percentage of engineering and physical science Degrees Earned by Native Americans, 2003-2013 Number of physics degrees earned by BS degrees earned by Native Americans Native Americans per 1000 degrees earned 0.80%

0.70% Physics Astronomy 0.60% 4 0.5 0.50% 0.4 0.40% 3 0.3 0.30% 2 0.20% 0.2 Engineering Fields 0.10% 1 Physical Sciences 0.1 ProportionTotal EarnedofDegrees 0.00% 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 0 0 Year 2003 2005 2007 2009 2011 2013 2003 2005 2007 2009 2011 2013

www.aip.org/statistics

0.2 0.4 0.1 0.3 0.2 0 March 2017 AIP Statistical Research Center 2003 2005 2007 2009 2011 2013 0.1 0 Atmospheric Sciences Ocean Sciences 2003 2005 2007 2009 2011 2013

Year

www.aip.org/statistics

AIP Statistical Research Center March 2017

Participation of women in physics

Physics continues to be the least diverse of the sciences

Initiatives to increase the participation of women in physics has had positive results

The increase in representation of women that have earned degrees is mostly attributed to the increase of degrees earned by white women Physics is among the least diverse Percentageof the of sciences. women in physics PhD degrees earned by women in physics by race 25%

20%

15%

10% Bachelor Percentage Women of Percentage

5% Numberdegreesof Postdoctoral

Percentage of Women Physics in of Women Percentage Doctoral

0% 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 Year Year Credit: APS/Source: IPEDS Completion Survey & NSF-NIH Survey of Graduate Students & Postdoctorates in Science and Engineering

Number of physics degrees earned in physics since 1973 can demonstrate the point

Degrees earned by URM men and women are orders magnitudes below those of white men and women

Women who earned physics doctorates (1973-2015) Men who earned physics doctorates (1973-2015)

Hispanic 211 1411

Am. Indian/Alaska Native 4 42

Asian 2581 12848

Black 59 420

White 3582 29018

Two or more races 21 103

Other or race not reported 65 505

Ethnicity not reported 475 3920

1 1010 100102 1000103 10000104 100000105 1 10 100102 1000103 10000104 100000105

Degrees Degrees

Number of physics degrees earned in physics since 1973 can demonstrate the point

Degrees earned by URM men and women are orders of magnitudes below those of white men and women

Women who earned physics doctorates (1973-2015) Men who earned physics doctorates (1973-2015)

Hispanic 211 1411

Am. Indian/Alaska Native 4 42

Asian 2581 12848

Black 59 420

White 3582 29018

Two or more races 21 103

Other or race not reported 65 505

Ethnicity not reported 475 3920

1 1010 100102 1000103 10000104 100000105 1 10 100102 1000103 10000104 100000105

Degrees Degrees

The total number of physics PhDs earned by black men is roughly 500 in US History

The total number of physics/astronomy PhDs earned by black women is roughly 100

This image highlights about 1/5 of all black women with a PhD in physics/astronomy

Is the current level of representation of people from diverse backgrounds acceptable? If not, is it solvable?

What can we as a community do to address it?

How do we make it sustainable?

๏ CSWIP and CUWiP

‣ commied to encouraging the recruitment, retenon, and career development of women physicists at all levels.

๏ COM

‣ addresses the producon, retenon, and career development of minority physicists and gathers and maintains data on minories in physics in support of these objecves

๏ Naonal Mentoring Community (NMC) is a program to increase the number of underrepresented ethnic/racial minority students who complete Bachelor’s degrees in physics.

๏ LGBTQ+: Ad Hoc Commiee on LGBT Issues (C-LGBT)

๏ Liaison Commiee on Underrepresented Minories (LCURM)

‣ Composed of a designee for nine of the ten AIP member sociees and from NSBP, NHSP, and SPS

‣ Speciﬁcally focused on increasing the percentage of African American who received BS in physics and astronomy

30% US College-age minority population 25%

20% Bridging this national achievement gap requires roughly about 30 PhDs BS 15% PhD 10% achievementOnly gap ~30 students! 5% 63 PhDs on average 0% 1995 2000 2005 2010 2015

Sources: IPEDS Completion survey by race, US Census 6 www.aps.org 14 ©2016, American Physical Society;©2017, Email: B. Beckford: [email protected] [email protected] APS Bridge Program outcomes Roughly 150 students have been placed into Bridge or Graduate programs in physics.

50 Project Achievement Project Funding 45 students placed from APS Funded Sites Retention 2017-2018 applicant pool in 25 different graduate 40 programs.

National Achievement Gap 30

10 * project goals of

StudentsEntering Gradaute Programs original proposal 0 2013 2014 2015 2016 2017 2018 Project Year These students would have entered graduate school !

Retention rates in physics graduate programs

๏ National Average ~60%

๏ APS ~ 93% retained

๏ Fisk-Vanderbilt ~90% retained. Started in 2004, the program has admitted 112 students, 90% of them underrepresented minorities (45% female)

Bridge Programs can provide for students from diverse backgrounds the opportunity to excel and become scientists, leaders, and role models of the future.

Implemented best practices can increase diversity in student enrollment and retention, and ultimately the physics community

Dr. Jedidah Isler OSU Physics Graduate Program Diversity First black women to earn 18.0 PhD in astrophysics from PhD Yale university was part of PhD+Bridge 16.0 the Fisk-Vanderbilt bridge 14.0 program

12.0 National PhD average 10.0

8.0 Percentage 6.0

4.0 Dr. Brittany Kamai 2.0 First native Hawaiian woman to earn PhD in 0.0 physics was part of 2008 2009 2011 2012 2013 2014 2016 2017 2018 the Fisk-Vanderbilt bridge program

-Barack Obama

Equity: Actively challenging and responding to bias, harassment, discrimination, and inequity

Inclusion: Every individual is valued and feels a sense of belonging and inclusion

Accessibility: Enable full participation for all

Diversity and inclusiveness initiatives must acknowledge intersectionality of:

๏Racial/ethnic identity with Gender and Sexual Minorities (GSM),

๏Members of the LGBTQ+ community

๏Disabled

๏Non-traditional students

๏ Increase the fraction of physics PHDs Awarded to underrepresented minority students to match the fraction of physics bachelors awarded

๏ Develop, evaluate, and document sustainable bridging experiences that improve the access to the culture of graduate education for all students, with emphasis on underrepresented groups in doctoral physics programs

๏ Promote and disseminate successful program components to the physics community

๏ An approach to addressing the underrepresentation of some groups in physics

๏ Aimed at providing opportunities for students to be successful that may not have had such chances by traditional means

APS Funded Sites: Other Programs:

๏ Florida State University ๏ University of Michigan

๏ Indiana University ๏ Columbia University

๏ Ohio State University ๏ Fisk/ Vanderbilt University

๏ MIT ๏ University of Central Florida ๏ Princeton University ๏ University of South Florida ๏ University of Chicago ๏ Cal. State Long Beach ๏ Others under development

23 ©2017, B. Beckford: [email protected] SILVA CONTINUED FROM PAGE 2 MINORITIES CONTINUED FROM PAGE 1 COCHRAN CONTINUED FROM PAGE 2 played a signifcant role in helping in a more competitive environment. requires that we graduate about 30 several challenges in her own to prepare him for a PhD in physics. The APS-BP has seen about as more URM PhDs each year. This academic career, Cochran is He found the professors at FSU many causes as we have students, is a goal that the APS believes is sensitive to the numerous chal- enthusiastic about helping him and nearly every student we have attainable, and the premise that lenges that underrepresented achieve his goals as well as very admitted to a doctoral program the Bridge Program is designed to students face in their academic caring about students’ well-being. through the APS-BP has risen to address. The critical issues are a) career including, but not limited Upon completion of his PhD, the occasion. In many cases they fnding students who can be suc- to academic, personal, fnancial, Daniel plans to work in the private just need to take an advanced cessful with appropriate guidance and familial. It is Cochran’s sector in his chosen feld of interest, undergraduate class at a higher and coursework, and b) fnding goal to positively contribute to Condensed Matter Research. He is level of rigor, for others, it just faculty and departments that are the APS Bridge Program as it currently working on spin systems, took recognition and guidance willing to provide this assistance. continues to make a positive specifcally long-range vs. short-range by concerned faculty members to The APS-BP is on track to eliminate impact on the number of under- interactions. Daniel believes the mentor a student onto a proper path. this achievement gap, and is lending represented students receiving Bridge Program is “a great opportu- The encouraging news is that assistance to students and faculty doctoral degrees in physics. nity for anyone interested in pursuing to raise the 5- 6% up to 10% only willing to take on these challenges. a graduate education in physics.”

PEREZ-HOYOS CONTINUED FROM PAGE 2 my research skills by working in Prof. Johnston -Halperin’s group. All these preparations have given me the confdence to become a more complete and strong PhD candidate. What advice do you have for aspiring URM physics graduate students? The Bridge Program is a very fexible program that will provide you with the tools and experiences to help you achieve your goals. Like any other graduate program, it requires a lot of hard work and will not be devoid of highly re- Bridge programs in physics warding challenges, yet at the The annual Bridge Program Conference and inaugural National Mentoring Community (NMC) Conference was a re- same time it is designed to give sounding success. Over 175 faculty, bridge students, mentors, and mentees attended the conference at Florida Interna- you the best support to succeed. tional University in Miami on October 9-11th, 2015. The next Bridge Program conference will be held in February 2017.

APS Bridge Sites Additional Bridge Sites APS Bridge Program Institutions APS Partnership Sites APS Afliate Sites APS Member Institutions

Ohio State University 8 students Established 2013 ๏ Member Institutions Indiana University 2 students ‣ 93 in 36 states Established 2015 ๏ Partner Institutions University of ‣ Central Florida 19 in 14 states 4 students Established 2015 ๏ Bridge Sites: ‣ Pre-existing: 4 California State Florida State University of University Long Beach University South Florida 8 students 5 students 9 students ‣ APS: 6 Established 2014 Established 2014 Established 2013 ‣ In development: 4

CONNECTIONS 2016 3

Faculty involvement

๏ 10-15% tenure faculty involvement needed for sustainability

Admissions decisions (holistic approach)

๏ Decide what are you selecting for? Success?(“Holistic review”)

Initial placement

๏ Academic preparation and skills assessment

๏ Honest self assessment by student

Financial support

๏ Secure funding for at least one year for bridging experience (timing)

Mentoring

๏ Mentor-mentee compact outlining expectations, and multiple mentors (including peer mentoring)

๏ Flexibility in courses and usage of cross listed courses ( induction advising and alternate plan)

Progress monitoring and inductions

๏ Introduction into graduate life and new culture

๏ Weekly progress meetings (timing, intervention)

Research

๏ Appropriate match in research interest. Having a mentoring support system means a poor lab environment does not have to be ruled out

Mentoring

๏ Faculty seeking to become better mentors

‣ Training on culturally sensitive mentoring

‣ Seek others that could be a mentor in a way that you are unable

๏ Wrap-around mentoring model

‣ Peer mentors, PD mentors, advisors, coordinators, mentors outside of department

‣ Research evaluation rubric to get feedback on progress

Mentoring

๏ Professional development seminars

‣ Stereotype threat, imposter syndrome, time management, mental health, care and feeding your advisor, and pushing through to graduation

๏ Preparation for career

‣ Practice for interview talks

‣ Job negotiation skills

APS Bridge Program : www.apsbridgeprogram.org

Fisk-Vanderbilt Bridge Program: ﬁsk-vanderbilt- bridge.org

University of Michigan Bridge Program: Michigan Imes- Moore Fellows program

Stereotype Threat: www.reducingstereotypethreat.org

Holistic Admissions:http://cgsnet.org/ckfinder/userfiles/ files/CGS_HolisticReview_final_web.pdf