Sunday NY Times, May 2, 1999

1. Sunday NY Times, May 2, 1999 “It may not have the cache of Berkeley or UCLA, but for many students, Riverside ends up being a blessing in disguise.” Sunday NY Times, May 2, 1999

2. Let's Stir the Pot! Your tables have been relabeled A - D Each group member takes a number in sequence from 1 – 4 Redistribute as follows: #As ➠ Table A #Bs➠ Table B #Cs ➠ Table C #Ds ➠ Table D

3. The Face of Science is Diverse Eleanor Vandegrift University of Oregon Bradley C. Hyman University of California-Riverside Standing on theconsiderable shoulders of: Robert Lue Harvard Univ. Chris Pfund Univ. Wisconsin Michelle Withers West Virginia Univ. James Stith Am. Inst. of Physics

6. Summer Institute Learning Goals • To enhance the quality of science education • To create a more diverse scientific community • Initiate a national revolution in science education

7. Summer Institute Goals • To enhance the quality of science education • To create a more diverse scientific community • Initiate a national revolution in science education

8. We Know and Believe... • Those educated in diverse settings are more likely to: • be intellectually nimble and creative • make meaningful contributions • be effective team players • be successful leaders • do the right thing

9. Diversity Session Learning Objectives • Participants will be able to: • Explain the benefits and challenges of diversity in the classroom • Promote discussionsusing case studies about diversity • Describe the research basis for unconscious bias and stereotype threat and articulate the implications of such studies on student learning • Explain how you as the instructor contribute to the diversity in your classroom • Reflect on a personal definition of diversity • Identify student perspectives on exclusion in the classroom • Develop strategies for inclusive teaching and learning for all students

11. Active learning: human histogram (with a little assessment thrown in) How diverse are your classrooms ? not very diverse very diverse write your name on a post it and place it on the continuum arrow Brad

12. Brainstorm: 1. What forms of diversity does this picture reveal? 2. What forms of diversity does this picture not reveal?

13. Brainstorm: 1. What forms of diversity does this picture reveal? 2. What forms of diversity does this picture not reveal? How well do you know your classroom?

14. Changing Faces of Science ?

15. Changing Faces of Science

16. Case Studies

17. Why do them? Case Studies

18. Active Learning : Case studies Why do them? • The human narrative is more engaging • Allows discussion in a broader context • Less threatening to the audience • Emotional resonance produces greater “buy-in”

19. General Issues to Consider when engaging a Case Study View the situation from the perspectives of the various players: role playing. What might each be thinking and experiencing? What suggestions for action do you have for each situation? How might you avoid getting into the situation in the first place? What are the ethical issues?

20. Case Study - Four Viewpoints Professor (Table A) “I use active learning all the time in my class. Every minute or two, I ask questions. I think it makes me seem friendly and open to hearing students’ ideas. I try to call on students randomly to make sure everyone is engaged, but I often end up asking the best students so they can set the standard for the rest of the class.”

21. Case Study - Four Viewpoints Student #1 (Table B) “The professor is just so engaging in class. I feel like I have a connection with her, and I want to be prepared for every class so I can answer the questions she asks. Sometimes, she asks a question, and I answer it, and then we have a great dialogue in front of the whole class about something more advanced than what is in the syllabus or reading. I am learning so much!”

22. Case Study - Four Viewpoints Student #2 (Table C) “This class scares me death! The professor constantly asks questions, and I am terrified that she will ask me something I don’t know the answer to. I don’t like to speak in public, and never had to in my homeland. I feel that I should sit at the front out of respect, but I aim for the far right to hopefully be out of her line of sight. I can’t wait for the semester to end so I can get rid of this stress.”

23. Case Study - Four Viewpoints Student #3 (Table D) “I have no clue what is going on in class. The prof asks lots of questions, but I usually have no idea what the answer is. I must be really stupid because the kids in the front row know it all already. The prof keeps on calling on them. It’s like they are in the same club or something. Hell, they even look alike! Anyway, I hide in the back so she won’t call on me or I just skip lecture. She should tell us what she wants."

24. Professor (Table 1) “I use active learning all the time in my class. Every minute or two, I ask questions. I think it makes me seem friendly and open to hearing students’ ideas. I try to call on students randomly to make sure everyone is engaged, but I often end up asking the best students so they can set the standard for the rest of the class.” Student #1 “The professor is just so engaging in class. I feel like I have a connection with her, and I want to be prepared for every class so I can answer the questions she asks. Sometimes, she asks a question, and I answer it, and then we have a great dialogue in front of the whole class about something more advanced than what is in the syllabus or reading. I am learning so much!” (Table 2) Student #2 “This class scares me death! The professor constantly asks questions, and I am terrified that she will ask me something I don’t know the answer to. I don’t like to speak in public, and never had to in my homeland. I feel that I should sit at the front out of respect, but I aim for the far right to hopefully be out of her line of sight. I can’t wait for the semester to end so I can get rid of this stress.” Student #3 “I have no clue what is going on in class. The prof asks lots of questions, but I usually have no idea what the answer is. I must be really stupid because the kids in the front row know it all already. The prof keeps on calling on them. It’s like they are in the same club or something. Hell, they even look alike! Anyway, I hide in the back so she won’t call on me or I just skip lecture. She should tell us what she wants." (Table 3) (Table 4)

25. Unconscious Bias and Stereotype Threat

26. Unconscious Bias • Unintended • Influenced by what we have been exposed to/have experienced • Can impact how someone acts • Stereotype Threat • Fear that one’s behavior will confirm an existing stereotype of a group with which one identifies • Can impact student performance

27. Cousins Vang I've taught introductory biology for three years now.  Half of the grade is based on written work, such as lab reports and short answer essay exams. I've noticed that every semester I have two or three students whose last name is Vang.  I asked one of the students if she was related to another Vang in the class.  She said, "We're cousins."  I also noticed that the Vang students seem to understand the material when I'm talking with them, yet their written answers tend to be unclear and often miss the point. When I look back at the grades for the past three years, I was surprised to find that no student with the last name Vang has ever received a grade higher than a C in my class.  In fact one-third of them have failed the course.  I'm horrified!  And I'm worried that my teaching style has some terrible, racists undertone that I never meant to perpetuate.  What can I do?

28. Sally Kristen Ride (1951-2012) Dr. Ride told The Times that “...stereotypes still persisted about girls and science and math - for example the idea that girls had less ability or interest in those subjects, or would be unpopular if they excelled in them. She thought peer pressure, especially in middle school, began driving girls away from the sciences, so she continued to set up science programs all over the country meant to appeal to girls - science festivals, science camps, science clubs - to help them find mentors, role models and one another.”

29. Data on Unconscious Bias and Stereotype Threat In groups by table, discuss the following questions as they relate to the data assigned to your table: What bias or stereotype threat does the result highlight? How can this bias affect the classroom learning environment?

30. Data on Unconscious Bias and Stereotype Threat • What bias or stereotype threat does the result highlight? • How can this bias affect the classroom learning environment? Study for Table A If African American or female students are asked to identify their race or gender, respectively, at the start of an exam, they will do statistically worse on that exam. (Steele, Claude M. and Joshua Aronson. 1995. "Stereotype threat and the intellectual test performance of African Americans." Journal of personality and social psychology 69:797-811).

31. Data on Unconscious Bias and Stereotype Threat • What bias or stereotype threat does the result highlight? • How can this bias affect the classroom learning environment? Study for Table B Blind, randomized trial: When asked to rate the quality of verbal skills indicated by a short answer on an exam, evaluators rated the skills as lower if they were told an African American wrote the text than if a they were told a white person wrote it, and gave lower ratings when told a man wrote it than when told a woman wrote it. (Biernat, M., and M. Manis. 1994. Shifting Standards and Stereotype-Based Judgments. Journal of Personality and Social Psychology 66:5-20).

32. Data on Unconscious Bias and Stereotype Threat • What bias or stereotype threat does the result highlight? • How can this bias affect the classroom learning environment? Study for Table C White and Black college students received critical feedback and a low grade on a writing assignment from a white faculty member. When students received this negative feedback, black students self-reported lower confidence in their ability to improve based on feedback than white students, lower motivation to make revisions based on the feedback, and rated the faculty member as more biased towards them. When the instructor took the time to tell these students that a) they had high standards and b) reassured the student that they could do it, black students responded to the feedback with as much motivation and confidence (and in some cases more) as white students and reported lower levels of bias on the part of the instructor. (Cohen, GL, Steele, CM, Ross, LD. 1999. The mentor’s dilemma: providing critical feedback across the racial divide. Personality and Social Psychology Bulletin 25: 1302-1318.)

33. Data on Unconscious Bias and Stereotype Threat • What bias or stereotype threat does the result highlight? • How can this bias affect the classroom learning environment? Study for Table D Science faculty were asked to read a CV for a undergraudate researcher. All CVs were identical except that the candidate’s name was either Jennifer or John. Faculty would more likely hire John, pay him more, and provide more mentoring. Faculty thought that Jennifer was more likable. (Inspired by: Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474-16479. )

35. Reflections Going forward

36. Closing Reflection Closing Reflection What are 1 or 2 elements of your conception of diversity that you had not considered before this session? Active learning: 1-minute essay

37. Active learning: human histogram (with a little assessment thrown in) How inclusive are your classrooms? not very inclusive very inclusive Take your post-it and move its position if appropriate Elly

38. What are some benefits to diversity in our classes? What are some challenges in addressing diversity in the classroom? What can you do in your classroom to reduce the impact of bias and/or stereotype threat? Brainstorm on Sticky Notes

40. What are some benefits to diversity in our classes? What are some challenges in addressing diversity in the classroom? What can you do in your classroom to reduce the impact of bias and/or stereotype threat? Concept Maps

41. Discuss with your group how to make your teachable tidbit more inclusive.

42. Recap • Explainedthe benefits and challenges of diversity in the classroom • Promoted discussions about using case studies to about diversity • Describedthe research basis for unconscious bias and stereotype threat and articulate the implications of such studies on student learning • Explainedhow you as the instructor contribute to the diversity in your classroom • Reflectedon a personal definition of diversity • Identified student perspectives on exclusion in the classroom • Developedstrategies for inclusive teaching and learning for all students

43. Remedies: Visual Priming Images of great people of color or different ethnic origins positively affected students (Inspired by Blair et al., 2001; Dasgupta & Greenwald, 2001)

44. Remedies: Construct Assessment Rubric Before Review Inspired by (Uhlmann and Cohen, 2005)

45. Remedies: Slow down! Inspired by (Martell 1991)

46. Remedies: Raise Awareness Inspired by (Dar-Nimrod & Hine, 2006, Aronson, 2002)

47. Group Identified Challenges • Stereotype threat • Identifying lack of motivation vs. lack of confidence • Grading bias • Identifying our unconscious biases • Coping with our own unconscious biases • Hidden diversity • Different perspectives • Isolated minorities • Learning styles • Potential for conflict • Students biases • Finding time and motivation • How do we include everyone? • Teaching centers may not support science faculty • Teaching evaluations better initially for standard lecture

48. Group Identified Solutions • Start slowly when integrating changes. • Teacher training • Making differences a strength • Institutional policies • Avoid triggers • Opportunity for all • Freedom • Reassure students that this is a hard class and I believe you are capable of rising to the challenge • Learn how to pronounce names and try to learn names • Inclusivity • Confidence • Student and faculty recruitment • Build a diverse community • More creativity • More perspectives • Clear wording • Multiple assessment types • These are skills that you need practice • Get feedback from colleagues • Use low stakes opportunities to give feedback to students (like peer review)

49. Group Identified Solutions • Community • Self-efficacy • Empowerment • Self esteem • Increased participation of URM in STEM • Working with other perspectives • Set clear expectations • Institutional recognition for active/inclusive classroom • Uncover diversity • Diverse role models • Near-peer mentoring • Design diverse groups • Communication • Mix up students • Acknowledge own bias to class  apologize when you make a mistake • Randomly call on students in class

50. Group Identified Solutions • Ask for anonymous feedback early in semester and act on suggestions • Make yourself more approachable using humor and personal stories • Use stories in class and reach out to students • Identify learning resources and cultural centers on campus for students and yourself • Model problem solving skills don’t assume all students have the same skill set • Real world examples that can impact their lives • Remove names from assessments • Use technology to bring diverse role models into class/homework • Don’t assume someone wants to be a spoke person for their race • Books that might be useful: “Madame cure complex” – about historical bias in science and “Dignifying Science” – graphic novel with great women scientists