Diversity in Science and Biomedicine: Taking Names and Keeping Score Shirley M. Malcom, Ph.D.

Diversity in Science and Biomedicine:Taking Names and Keeping Score

Shirley M. Malcom, Ph.D.

DIVERSITY IN SCIENCE AND BIOMEDICINE

Benchmarking ProgressWhat Do We Measure

How Many? What Proportion?

What Level?

Climate?

Power? Trajectory? As Compared to What? As Compared to Whom?


Sources of Data


How Well Are You Doing?Georgetown University: Sciences

Women Faculty vs. Women’s Pool

Biology > 48% vs. 44.7%

Chemistry < 25% vs. 31.3%

Computer Science < 14% vs. 20.5%

Mathematics < 17% vs. 27.2%

Physics > 27% vs. 13.3%

Psychology < 47% vs. 66.1%

Women in U.S. Academic Medicine, 2004-2005

50% of applicants to medical school

49% of first year students

49% of medical students

47% of graduates

42% of residents and fellows

32% of medical faculty

38% of assistant professors

27% of associate professors

15% of full professors

http://www.aamc.org/members/wim/statistics/stats05/

Women in U.S. Academic Medicine, 2004-2005

18% of division/ section chiefs

11% of department chairs

45% of assistant deans

29% of associate and senior associate deans

10% of medical school deans

U.S. Medical Faculty by Gender and RankAAMC Faculty Roster, May 2005

U.S. Women and Men Medical Faculty AAMC Faculty Roster, May 2005

Women Full-time Faculty

Men Full-time Faculty

Percentages of Men and Women Medical Faculty (113,930)AAMC Faculty Roster,2005

0

5

10

15

20

25

30

35

40

45

50

Professor Assoc iate Assistant Instructor

Men

Women

0%5%

10%15%20%25%30%35%40%45%50%

Representation of Medical Women inAcademic Medicine, 1977-2004

30%

48%M.D. Graduates

M.D. Faculty

Reference: Analysis in Brief, July 2005The Changing Representation of Men and Women in Academic Medicine

MD Graduates on Faculty in 2004, by Year of Medical School

Graduation

0%

20%

40%

60%

80%

100%

1965 1970 1975 1980 1985 1990 1995 2000

Men MD

Women MD

Reference: Analysis in Brief, July 2005The Changing Representation of Men and Women in Academic Medicine


Measuring Progress:Looking Beyond the Numbers

MIT Study

ADVANCE

Field Differences


The Double Bind

When both female and……


Barriers to Advancement

Lack of Clear Policies

Lack of Transparency

Persistence of Attitudes (Men & Women)

Inadequate Career Information

Culture of Science

Legal Challenges


Post-Adarand — Pre-Michigan Decision


Post-Michigan

Admissions policies and holistic review

Everything else?Financial aid, outreach, targeted recruitment?

Challenges by anti-affirmative action groups

Failure of Administration to provide guidance except “race-neutral alternatives”


Legal Primer

Federal Equal Opportunity Standards

Titles VI, VII, IX, & ADA

Equal Protection & Due Process Clauses

Significant Federal Legal Opinions

Grutter & Gratz, Bakke, & Adarand

State-Based Equal Opportunity Standards

CA, WA, FL, TX, MI

Ongoing Federal Efforts

SEEOA, NSF Criterion II, EEO Standards


Design Principles

Mission

Intent

Target Population

Program Character

Context

Evaluation & Research

Faculty Recruitment & Retention

Leadership


Structural Approaches

Lessons learned from AGEP, ADVANCE, Packard Scholars


AAAS Capacity CenterAt a Glance

Established August 2004 with 3-year, $400K grant from Sloan Foundation to AAAS

STEM human resource development consulting service

Provide institutions of higher education with nationally-calibrated research & technical assistance in examining programs & outcomes

Foster institutional capacity to:

recruit, enroll, & support students

diversify the faculty


A Menu of Services

Data on impact of “percentage plans” (access) & interventions (aimed at degree completion)

How to conduct searches to diversify the faculty & administration

Developing “cultural competence” among current faculty, staff, & students

How to mainstream & institutionalize “special” (soft-money) programs

Nurturing US student talent in the face of globalization

Diversity in Science and Biomedicine: Taking Names and Keeping Score Shirley M. Malcom, Ph.D.

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