Overcoming Dualisms and Promoting Minority Inclusion in Science Networks and Pipelines

Sunday, February 17, 2013: 1:30 PM-4:30 PM
Room 300 (Hynes Convention Center)
Postsecondary educational institutions need to diversify their faculty to provide new perspectives for teaching and research. However, the many studies on minorities in science, technology, engineering, and mathematics (STEM) have not provided effective solutions. Panel presentations suggest that without bridging a series of dualisms, minority scholars are excluded from professional networks necessary for retention, productivity, and promotion. Dualisms include the following: first, "macro" includes the structure and culture of departments and disciplines, whereas "micro" refers to the everyday practices. Universities’ structure and culture tend to reflect white privilege and power. Micro-practices mirror these inequalities. Second, "objective" scientists must aspire to eliminate personal bias and emotional involvement so that their work is universalistic. The work of minority scholars is often seen as "subjective," not reflecting universal phenomena. Third, "instrumental" mentoring refers to the rational use of strategic means to obtain desired ends. "Psycho-social" refers to emotional support. Fourth, an "individual" lone researcher making independent discoveries is often treated as an ideal. For minorities, this ideal can mean isolation and obscurity. "Communal" networks of colleagues can provide intellectual and emotional support. Lastly, "homophilious" networks are segregated by race/ethnicity and gender. "Heterogeneous" networks cross these lines. The panel’s respective studies not only analyze data and test hypotheses concerning dualisms, but present strategies to overcome them.
Roberta Spalter-Roth, American Sociological Association
Patricia E. White, National Science Foundation
and Jean Shin, American Sociological Associaton
Eduardo Bonilla-Silva, Duke University
The Real Race Problem: The Power of White Rule
Rashawn Ray, University of Maryland; Shiri Noy, Indiana University
Systematic Disadvantage in Mentorship: Graduate Students' Perceptions of Advisors
Denise Segura, University of California; Laura Romo, University of California
Perceptions of Inequality Among PhD Students
Crystal Bedley, Rutgers University; Patricia Roos, Rutgers University
Supporting the Promotion and Retention of Women of Color Faculty
Roberta Spalter-Roth, American Sociological Association; Patricia E. White, National Science Foundation; Jean Shin, American Sociological Associaton
Impact of Cross-Race Mentoring for “Ideal” and “Alternative” PhD Careers
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