PSB3002 – Nelson – Module 0 – Extra Credit Case Study Worksheet

All questions must be answered to earn full credit. Partial work is graded with the posted rubric.

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This case study has 16 required questions and 2 required videos.

Name:

Part I – What is Diversity and Does STEM Have Enough?

1. What group holds the greatest proportion of STEM jobs? White men at 49%
2. What proportion of women hold STEM jobs? What about men? Show your math!

Total women (30%) = white women (18%) +Asian women (7%) +black women (2%) +Hispanic women (2%) +other women (1%)

Total men (70%) = white men (49%) +Asian men (14%) +black men (3%) +Hispanic men (4%) +other men (1%)

3. According to 2016 United States census data, women represent 50.8 % of the population. Thus, do the percent of women in the STEM field accurately represent the percent of women in the population? By how much do they differ? Show your math!

No. the percentage of women in STEM is lower than the women representation of the population.

50.8 – 30 = 20.8%

4. Which ethnic groups exhibits the least representation (do not use the “other” category)? As of 2016 Black people represent 13.3 % of the population while Hispanic (Latinx) people represent 17.8 % (2016 census data). Thus, does the representation of these groups accurately represent their proportions in the population?

No, the representation of the groups does not accurately represent their proportions in the population.

Part II – Does Diversity Matter in STEM?

1. In your own words, define diversity.

Diversity is defined as the range of distinct social, ethnical and gender differences that differentiate individuals.

2. Explain in your own words why diversity helps promote excellence in science.

Diversity promotes excellence in science because it leads to the generation of different ideas, opinions and perspectives that would further advance research in STEM. Similarly, socially diverse groups are better at solving problems since they share different perspectives. 

3. What are some examples of bias that were revealed in the video?

socialization and institutional bias

4. Dr. Cabreza introduced two problems that can make it more difficult for members of underrepresented groups to succeed in STEM: socialization and institutional bias. In your own words, define both terms. Explain why both socialization and institutional bias can serve as hurdles to individuals from underrepresented groups who may be interested in a STEM career.

Socialization bias is internal factor. It refers to the prejudice that underrepresented groups perceive themselves in regards to a STEM career.

Hurdle: Socialization bias limits underrepresented groups from pursuing careers in STEM because they are not seen as legitimate members of the scientific community.

Institutional bias is an external factor. It refers to the prejudice by the scientific institutions and community in regards to underrepresented groups being competent enough to join their ranks

Hurdle: even when underrepresented groups possess the appropriate STEM qualifications, they are underpaid and predominantly less hired due to preexisting racial and gender prejudices dominating institutions.

Part III – So How Do We Fix the Problem?

1. What obstacles did you identify in the video that made it difficult for Ms LePoint to succeed? Are any of those obstacles specific for sex, race, gender or another identity?

She questioned her capabilities to understand math’s. She was also intimidated to pursue a STEM career. The obstacles were based on her gender and race.

2. Ms. LePoint described three steps to achieving success. Describe those steps.

To name and reject one’s fear.

Reprogram one’s brain with different thoughts

Take action

3. Explain the term mathaphobia, then explain how that term might apply to you as a STEM student. Also, does it only apply to math?

Mathaphobia is the fear in the reptilian brain that shuts down the frontal brain lobes problem-solving abilities. It applies to competencies that one is fearful about.

4. In the video, Ms. LePoint described how she transitioned from a failing student to one who eventually became a rocket scientist. Why was her mindset so important to her success? How did her mindset change?

Her mindset was vital since overcoming fear in the mind opened her to her innate capabilities. Her mindset changed when she turned off the fear which allowed her to be creative and create opportunities.

Part IV – How is STEM Changing?

1. As of 2014, what percentage of the population did women represent in the social and biosciences? Do you think these fields, as opposed to other STEM fields, did something specific to address underrepresentation, or is it the nature of the field, content knowledge, and potential careers that are responsible for this shift, or might it be both?

Between 50-60%

Both the highlighted reasons are responsible for the increase in women’s representation in STEM fields.

2. Why do you think other STEM fields are still so male-dominated?

The other STEM fields are still male-dominated because women are more worried about gaining acceptance in the other STEM fields and whether the other STEM fields are too difficult for them.

3. Examine Figure 3 (see PDF). What is the general trend in terms of degrees earned among minority groups? Given that minorities represent more than 30% of the population, should faculty members and industry leaders in the STEM field be satisfied with this trend?

There has been a significant increase in the number of bachelors, masters and doctorate degrees among underrepresented minority groups.

Faculty members and industry leaders should be satisfied with the current trend as minority representation in the STEM field has exceeded minority population representation.

Conclusion

1. Upon completion of this case, do you feel any differently about your identity or ability to persevere in STEM?

Yes, I feel like I have the innate potential to achieve any STEM career. However, I will need to exercise perseverance to achieve it.