Tyresa Jackson: Gender Disparities with STEM

Tyresa Jackson is a graduate student in the Masters of Public Administration program (Public Policy and Administration), with a specialization in law and administration at John Jay College of Criminal Justice.  Prior to matriculating into John Jay College of Criminal Justice, she earned a Bachelor of Art in International Political Economy and Diplomacy with a minor in Mass Communications from the University of Bridgeport.  

While living in Bridgeport, Connecticut, she served on the Juvenile Review Board, which provided restorative justice recommendations to at-risk-youth in the Bridgeport community.  Later, she moved to Chicago, where she served as a board member on Illinois Collaboration on Youth Advisory Board (ICOY).  Her passions include, closing the education-to-prison pipeline, education reform, and increasing the number of women in STEM (Science, Technology, Engineering, and Math).  In her free time, she enjoys reading, writing, volunteering, and participating in 5K runs.

__________________________________________________________________________________

Gender Disparities in STEM (Science, Technology, Engineering, and Mathematics)

Starting in elementary school, the importance of increasing cultural and gender competence is an integral part of developing students’ confidence to pursue studies in fields deemed challenging, like mathematics and the sciences.  In particular, there are large disparities in the number of African-American women pursing an education and careers in STEM (Science, Technology, Engineering, and Mathematics) related fields.  These disparities demonstrate a larger problem within education standards, gender bias and stereotypes. 

Dr. Chandra Prescod-Weinstein is the 63^rd African-American woman to attain a doctorate in physics. Dr. Prescod-Weinstein specializes in theoretical physics, and further reading raised a few questions:  What are astrophysicists, and why are there a small number of African-American women for who attain PhDs in STEM (Science, Technology, Engineering, and Mathematics) related fields?  Both globally and domestically, there are major differences in girls educated in STEM[Office1] .  [NE2] 

According to the National Girls Collaborative Project, fifty-seven percent of bachelor degrees earned in all fields were earned by women, however, nineteen percent of bachelor’s degree within engineering were earned by women, compared to eighty-one percent of men.  Further, thirty-nine percent of physics degrees were earned by women compared to sixty-one percent of men.

Girls in STEM

Gender disparities between boys and girls pursuing STEM related courses is evident starting in primary school and are due to an array of factors, including societal, familial, and cultural influences.  Although, access to education for women and girls have improved globally, disparities in the access to a basic education still persist, thereby influencing the gender gap in STEM education.

To demonstrate, a study conducted in the United Kingdom, found at ages ten to eleven both boys and girls equally engaged in STEM education (75% of boys and 72% of girls), and reported learning interesting things in science.  Later, at the age of eighteen, these numbers changed to 33% of boys and 19% of girls learning something interesting things in science (UNESCO, 2017). 

Within the United States, disparities in STEM span across both gender and racial lines[Office3] .  For example, in the American College Testing (ACT) publication—The Condition of STEM 2016, it reported 30,057 African American students tested in mathematics, science and STEM; of those students tested, twenty-five percent met ACT college math readiness standards, twenty-two percent met ACT science college readiness standards, and nine percent met ACT college STEM readiness standards.  Comparatively, 23,102 Asian-American students took the ACT, and eighty percent met ACT college readiness standards, sixty-eight percent met ACT science college readiness standards, and fifty-four percent met ACT STEM college readiness standards. 

On balance, in total, there were 162,878 male test takers, and forty-one percent met ACT STEM college readiness standards.  Moreover, in total, there were 185,769 female test takers, and twenty-six percent met ACT STEM college readiness standards.

African American Girls in STEM

Over the past century, African-American women have made great strides in STEM related careers, including Katherine Johnson, a mathematician at NASA, Mae Jemison-NASA astronaut, engineer, and physician, and now, Chandra Prescod-Weinstein, a physicist.  Despite these advances, African-American women continue to fall behind their counterparts in pursuing STEM related education and careers[Office4] .  According to the National Science Foundation, Division of Science Resources and Statistics, in 2006, one percent of African-American women were employed as scientist and engineers compared.

Studies have found that African-American and Hispanic girls say they have an interest in STEM, but have less exposure, less adult support, lower academic achievement, and are more aware of gender barriers.  Also, once an African-American student is identified as low performing, they are tracked from primary through secondary education, and placed in lower-level courses (DeSena & Ansalone, 2009; “Teaching Inequity”, 1989). Furthermore, social science has found internalizing gender stereotypes of being insufficient, leads to low performance in STEM courses (Girls Scouts of the USA/Girl Scout Research Institute, 2012).

If we are to increase the likelihood of more African American women attaining a PhD in physics or other STEM related fields we must cultivate an educational environment that increases intellectual aptitude by incorporating calculus, chemistry, physics as part of the mandatory curriculum starting in primary education. 

With the support of family, teachers, and positive adults, African-American girls, and girls throughout the world can dismember negative stereotypes and cultivate a generation of women scientist and mathematicians[Office5] .  Teachers and faculty alike, starting from elementary through post-secondary must provide additional supports (e.g., STEM afterschool programs and culturally competent class material); further, recruiting more women teacher of diverse cultures who are educated in a STEM related field, in, turn, removes the stigma girls are not smart enough.

The importance of encouraging African-American girls and women to pursue STEM related fields, in turn, can increase their representation in higher education.  Additionally, in higher education many students of color face difficulties completing math and science courses, and therefore, diversifying curriculum development and implementation can bring forth unique ways to teach African-American students, and other students of color, for example, using pedagogy.    

To conclude, parents and caretakers alike are encouraged to place children in STEM after-school programs and summer camps, which increases intellectual abilities-critical thinking, mathematics skills, and reading. Gender equity begins with simple words of encouragement and supporting girls by allowing them to take challenging math and science course along with having tutoring and additional systems. 

Pasted below, are STEM programs parents and caretakers alike can place their children within.

http://www.nea.org/tools/lessons/stem-resources.html

https://www.stemfinity.com/Free-STEM-Education-Resources

https://www.nyas.org/programs/global-stem-alliance/afterschool-stem-mentoring/

http://www.afterschoolstemhub.org

---

Be-YOU-tiful

Gina Ortiz is a graduate assistant with Women in The Public Sector at John Jay College of Criminal Justice and passionate advocate for Gender equality, personal & intersocietal empowerment and leadership through opportunity for women everywhere.

“Cheers!” “ Cheers to what!?” My dear friend Koso exclaimed climbing onto the side of the bar to join in the celebratory happy hour. “Cheers to all women who despite however many interviews they go on, no matter how much institutional bias they face, may they never lose sight of their dreams!” “You can say that again! Cheers!” We shared.

Koso has been on the job hunt for 3 months now, embarked upon 6 interviews thus far, 2 secondary interviews and still, no callbacks. In one interview she was asked about whether or not she had an adequate childcare arrangement, in another she was asked if her religious beliefs and political stance on abortion would influence her capabilities of remaining neutral in the workplace. Furthermore, what could a woman like her offer that the majority of other applicants bring to the table? A woman like her? Talk about poor choice of words.

“I am ready for a challenge, more money, more social capital, more learning experiences in the field, I am eager and very communicative to employers on my willingness to learn, grow, succeed why can’t they see that!?” Koso questioned. Case management has always been one of the most rewarding yet exhausting jobs Koso and I ever endured in our careers thus far. I was fortunate enough to have moved on 6 years ago while Koso remained with the company and continues to work there today.

Authenticity is the quality of being real, genuine, and worthy of acceptance.  If we truly, deeply, sincerely, take the time to nurture our true sense of self and stand up against institutional bias with confidence, we can challenge the misperception of women everywhere one beautiful soul at a time. How? By taking care of ourselves, building up our self confidence by any means and bringing those around us up with us! 70% of women refrain from applying to jobs they are interested in because they simply feel they don't fit every single requirement listed in the job description; however, most qualification listings are mere desired qualifications and not always written in stone. Women are consistently holding themselves back from success! In light of not being our own enemy, I say believe in yourself, believe and turn everyone into believers! Apply, apply, apply!  

Institutional bias is a disease that manifests into endless forms and for some may be a matter of perception but women everywhere need to face it head on and defy those odds by putting their best foot forward no matter what, but always remember to be Be-You-tiful! Here are some practical tips:

• Apply to every job you know you’ll serve as an essential asset to regardless of the extended requirements.
• Be your own cheerleader, sometimes our circumstances call for nothing more than faith in who we are but more importantly, who we wish to be, disregard any outside commentary that have the potential to tamper with your confidence, be-you-tiful!
• Always dress for success and be mindful of how you introduce yourself to the world! Confidence and class with a hint of undeniable determination never hurt anyone. Be assertive, knowledgeable of all the latest policies, procedures and recent legislation that ultimately weighs in our favor such as it is no longer legal to inquire about our prior salaries. This policy challenges the potential for gender bias when discussing desired salary amounts at point of interview or later.
• Take advantage of professional social media accounts, seek new connections and network!
• Always have an end in mind! (Ask yourself, where / who do you want to be!)You cannot deny a woman who knows exactly what she wants.
• Master time management! If you are like me, our ambitions can often build up beyond our time capacity but with effective time management we can do it all! Yes we Can!              -Gina Ortiz

In Celebration of Hispanic Heritage Month

Commissioner Ana Bermudez

On September 26, 2017 Women in the Public Sector at John Jay College collaborated with the Office of External Affairs to host Commissioner Ana Bermudez of the New York City Department of Probation. John Jay College met Commissioner Ana Bermudez and in turn provided students, faculty, and staff the opportunity to learn more about her work and inspiration behind her work within the juvenile justice system, trial work, collaborative efforts with ACS, probation policy and planning all while serving as the first female Latina leader of the agency. This discussion also stood as a platform for students to learn more about how to go about overcoming social bias in and out the work place, what it means to be   authentic as a professional, leader, or a woman of society today, career planning, governmental opportunities for students, the significance of teamwork at any level of success, and so much more.  Below WPS student team members Gina Ortiz, Danny Ovando, Uroosa Malik, Matthew Lynch share what their highlights and responses to the discussion with Commissioner Bermudez. 

Ana Bermudez was the most honest, forthcoming and inspirational speaker I have ever had the honor of witnessing! Through the words of her mother, Commissioner Bermudez shared, “the key to happiness and success is by praising one’s unique sense of self, that is authenticity”. As Commissioner Bermudez broke down the distinction between being the leader and the boss, we learned teamwork and mentorship is critical to organizational success at any level of authority because no matter how wonderful or skillful we are, we will never be able to carry out success alone. She began her opening remarks by stating, beyond many of her professional achievements as a successful woman in the field of Probation and Juvenile Justice, she is also the first lesbian woman leader to make a difference and that is a liberating and proud cornerstone to her daily life that she will never take for granted and proudly seeks to pave the way of strength for those who struggle with bias intended to limit their success. Her message to those who fear homophobia, sexism, social bias in the workforce, guess what, you are going to encounter bias, judgement, criticism but you must always love yourself enough to flourish in a place where you are respected, valued, and invested for the individual in you. Now that is authentic! Thank you, Commissioner Bermudez!

                                                                                                                                                   -Gina Ortiz

                 The impactful portion of Commissioner Bermudez’s discussion was inspiring. She took the initiative to address a negative and critical aspect of our criminal justice system.  As an advocate for change, Ana Bermudez supported the establishment of a new law that prohibits individuals under the age of 18 to be tried as adults. This new policy provides minors with a platform that promotes educational opportunities, life coaching, and goal oriented seminars. Commissioner Bermudez stated that “the goal will not be to complete probation, but to focus on a future worth living.” Such a restorative approach to this type of injustice will help reduce the high recidivism rate that our country currently faces.

               Commissioner Bermudez’s restorative changes will apply to all individuals regardless of their gender, race, sexual orientation, religious preference, and all other attributions. She argued that we, as a country, have a lot of work to do when it comes to resolving gender conformity issues. We also need to get better at interacting with the opposite sex. For example, she stated that there are more male probation supervisors than female probation officers. This has led to several cases of abuse of power, involving quid pro quo scenarios. Commissioner Bermudez suggested that we must get involved in our community and support legislations that address these issues to bring about change and awareness to the public.

                                                                                                                                               - Danny Ovando

          Ana M. Bermudez is a living, breathing example of change in our society. She has been faced with many challenges throughout her years of being the Probation Department’s Commissioner. However, one challenge which struck the most was her addressing the need of her employees and their comfort working in her Department. One Human Resource example that Commissioner Bermudez cites as a challenge for her was being open about her sexual orientation and understanding how she cannot favor one group of individuals over the other. She had hoped to hold an LGBTQ gathering in her office, in order to open more doors for individuals who face discrimination, bias or misjudgments. However, being such an authoritative leader, she continues to tackle disparities and pushes forward to connect the differences she faces. It is her goal and further aspires to build bridges in the community, while filling in the gaps through the trials she’s witnessed within her timespan of being Commissioner. Her fierce persona and diligence in committing to her vision is what inspired everyone in the room to stand up for what they believe in, joining together and fighting for justice!

       -Uroosa Malik

Commissioner Bermudez’s no apologetic attitude about her values and what she stands for is very inspirational to everyone, no matter what your background. It showed how tough and unbreakable she is when she began her speech about stating her sexuality for everyone right away. It is important to show how strong women, no matter what their diversity and background can succeed. This gives women in New York City hope that you can succeed and women like Ana Bermudez and paving the way by becoming the first openly lesbian w Latina woman, and only second women woman to hold the office as commissioner of the New York City Department of Probation.  

Here at Women in the Public Sector we work hard to showcase women like Ana and to help raise awareness and address gender issues in the public sector. All of us here thank Commissioner Bermudez for her magnificent work! We are encouraged that female leaders continue to inspire young generation public servants, especially women and members of the LGBTQ community.

                                                                                                             -Matthew Lynch

Ideas and Conversation about Gender in the Public Sector

 Maria J. D’Agostino and Nicole M. Elias

Gender equality has been a HOT topic this summer, with issues ranging from equal pay, health care reform, and transgender rights. Equal pay is a persistent issue widely discussed in academic and practitioner circles. The pay gap seems to be narrowing slowly over time, and women have even increased their presence in higher-paying jobs traditionally dominated by men.  When we have knowingly identified a problem and consistently implement policies, such as the most recent NYC law banning companies from asking previous salary history, how is is possible that the pay gap between men and women has tripled in the White House under the Trump administration? Examples, both positive and negative, set by leaders speak to the value of women’s work and equity in the workplace.  

Healthcare insurance for women has been a volatile topic for quite a bit, but this summer women were not included in healthcare policy decisions that would eliminate women’s health services. Women should have a seat at the table with any public health matter, especially policy impacting women’s bodies and livelihoods. The transgender military ban announced by the president this summer via Twitter will prohibit transgender service members from serving in the military if a formal policy is devised and implemented. Healthcare costs were cited as justification for disqualifying transgender service members. Why not find a solution to healthcare costs that would permit all individuals to serve in the military? The “trans military ban” raises a number of complex sexual orientation/gender identity questions for public administrators and citizens served.

The first genderless healthcare card was issued in British Columbia this summer, likewise the “X” becoming an alternative to the “F” and “M” on Canadian passports at the end of August.  The movement away from traditional gender markers highlights the limitation of most gender designations on government documents. The example set by Canada permits individuals to freely express their gender identity and eliminates the stressful process of changing one’s assigned gender at birth on government documents later in life. This prompts us to consider why official government documents and processes must be gendered and how the movement away from identifying gender at birth could lead to a more equitable society regardless of sexual identity or gender expression.

Some of these pressing concerns surrounding sex/gender in public service are currently being discussed in academic circles. The purpose of our blog is to begin a conversation with academics, practitioners, and students surrounding sex/gender in the public sector. This is a space to have a thoughtful dialogue about the topics highlighted above and others-- the possibilities are endless. We want to consider the role sex/gender plays in public service and how that shapes the way we think, govern, and are served by sex/gender identities and markers. We want to share ideas and rethink long-standing issues from diverse perspectives in an informal, creative space.  

If you are interested in participating as a guest blogger and/or respondent we welcome your submission. The format and content are wide open, so please be as creative as you’d like in crafting your post. If you have any questions or would like to discuss this further, please let us know. All submissions and questions can be sent to:

nelias@jjay.cuny.edu

mdagostino@jjay.cuny.edu

wps@jjay.cuny.edu