Who Are We? On the Diversity and Demographics of the Mathematics - - PowerPoint PPT Presentation

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Who Are We? On the Diversity and Demographics of the Mathematics - - PowerPoint PPT Presentation

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Electronic Seminar on Mathematics Education Who Are We? On the Diversity and Demographics of the Mathematics Community Ron Buckmire 12p ET, Feb. 18, 2020 math.mit.edu/seminars/esme Abstract Mathematics is a human endeavor. In other words,

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Who Are We? On the Diversity and Demographics

  • f the Mathematics Community

Ron Buckmire

Electronic Seminar on Mathematics Education

12p ET, Feb. 18, 2020

math.mit.edu/seminars/esme

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Abstract

Mathematics is a human endeavor. In other words, mathematics is done, taught, discovered and learned by people. All people have various identifying characteristics and experiences that affect how they interact with other people and how people interact with them. The identities of the people who are perceived as belonging to the mathematics community are important. Data will be presented about the diversity and demographics of the mathematics community in the United States, followed by a discussion of the significance and implications of the underrepresentation of certain groups.

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My goals for today

  • Pose some questions about how “We” define

the “Mathematics Community”

  • Advocate for the idea that mathematics is a

human endeavor

  • Argue that it matters “Who does the math”
  • Provide demographic details about the “(United

States) Mathematics Community”

  • Engage in discussion about all these topics and

more!

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Outline of this presentation

  • Who are “we”?
  • Some definitions of the “Mathematics

Community”

  • Who are we?
  • Some demographics of the United States
  • Some demographics of the mathematics

community

  • Why should we care?
  • Implications of underrepresentation in STEM
  • Debate over diversity/equity/inclusion is linked to

the talent/grit (FKA “excellence/equity”) divide

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What Does A Mathematician Look Like?

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Source: Williams, George-Jones & Hebl (2018)

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What Is The “Mathematics Community”?

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The Mathematics Community: Some Definitions

  • 1. The set of individuals who are defined to be

mathematicians.

  • 2. The set of individuals who identify themselves as

members of the mathematics community.

  • 3. The set of individuals who belong to one or more

professional mathematics organizations.

  • 4. The set of individuals who teach, study, research,

do, learn, or are interested in, mathematics.

  • 5. Other?
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  • Def. 3: Membership in

Mathematical Organizations

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POP QUIZ!

Which mathematics organization has the most members?

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41,543 20,980 19,154 16,688 9,508 9,089 8,809 4,913 2,400 2,210 2,038 1,028 770 494 397 210 178

5,000 10,000 15,000 20,000 25,000 30,000 35,000 40,000 45,000 NCTM AMS SOA ASA SIAM MAA INFORMS AWM IMS NCSM AMATYC AMTE TODOS NAM ASL BBA ASSM

Membership in U.S. National Mathematics Organizations

Source: Conference Board of the Mathematical Sciences (CBMS)

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41,543 20,980 19,154 16,688 9,508 9,089 8,809 4,913 2,400 2,210 2,038 1,028 770 494 397 210 178

5,000 10,000 15,000 20,000 25,000 30,000 35,000 40,000 45,000 NCTM AMS SOA ASA SIAM MAA INFORMS AWM IMS NCSM AMATYC AMTE TODOS NAM ASL BBA ASSM

Membership in U.S. National Mathematics Organizations

Source: Conference Board of the Mathematical Sciences (CBMS)

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Source: Society for Industrial and Applied Mathematics, 2019.

Membership Demographics of SIAM

All Membership (Non-Student) Number Percentage Male 6446 78.70 Female 1171 14.30 Unanswered 569 6.95 Regular Membership (U.S. Only) Number Percentage Male 6432 69.95 Female 1788 19.45 Unanswered 961 10.45 Regular Membership (Non U.S.) Number Percentage Male 3580 74.37 Female 685 14.23 Unanswered 544 11.30

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(Some) Demographics of the United States

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POP QUIZ!

What is the percentage of the U.S. population that is white?

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Race and Ethnicity in the U.S.

Categories (Race and Ethnicity) Percentage White 75.7 Black or African-American 13.9 American Indian and Alaska Native 1.7 Asian 6.3 Native Hawaiian and Other Pacific Islander 0.4 Hispanic or Latino (any race) 17.6 Some other race 5.4

Source: U.S. Census Bureau

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Gender in the U.S.

Categories (Total Population) Percentage Male 49.2 Female 50.8

Source: U.S. Census Bureau

Categories (Voting Population) Percentage Male 48.4 Female 51.6

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(Some) Demographics of the Mathematics Community

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Mathematics Majors: Gender

44.96% 46.72% 43.50% 45.17% 43.31% 1994-1995 1999-2000 2004-2005 2009-2010 2014-2015

Source: Fall 2015 CBMS Survey

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Mathematics Degrees: Race & Ethnicity

64.9 62.0 59.8 57.2 54.8 52.6 5.0 4.8 4.6 4.4 4.2 4.2 7.5 8.4 8.9 9.4 9.6 9.9

10 20 30 40 50 60 70

2013 2014 2015 2016 2017 2018

Percentages

White Black Latin

Source: U.S. Department of Education, National Center for Education Statistics, 2019

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Mathematics Degrees: Gender

56.7 57.0 57.0 57.5 58.2 57.6 43.3 43.0 43.0 42.5 41.8 42.4

10 20 30 40 50 60 70

2013 2014 2015 2016 2017 2018

Percentages

Male Female

Source: U.S. Department of Education, National Center for Education Statistics, 2019

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Mathematics Ph.D. Recipients: Gender

Source: Annual Survey of the Mathematical Sciences

30.12% 28.15% 25.90% 29.92% 32.49% 29.82% 28.39% 27.09% 26.29% 26.54% 26.79% 27.73% 26.84% 28.02%

25% 26% 27% 28% 29% 30% 31% 32% 33%

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

PERCENTAGE OF FEMALE U.S. MATHEMATICS PHD RECIPIENTS

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U.S. Mathematics Ph.D. Recipients: Race and Ethnicity (Women only)

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Black

5 11 16 9 9 10 6 9 10 11 11

Hispanic

  • r Latinx

4 5 12 8 9 11 6 7 9 11 6

Asian/P.I.

29 24 27 39 38 22 34 32 25 25 46

Native American

1 1 1 1 1 1

White

132 161 154 168 155 163 170 179 195 201 189

Other

22 17 25 21 18 15 22 22 4 3 14

TOTAL

193 218 235 245 230 224 242 254 244 251 267

Source: Nicole Joseph, Vanderbilt University and Annual Survey of the Mathematical Sciences

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U.S. Mathematics Ph.D. Recipients: Race and Ethnicity (Men only)

2012 2013 2014 2015 2016 2017

Black

16 16 15 10 18 19

Hispanic or Latinx

22 22 24 17 34 27

Asian

39 50 38 40 52 68

American Ind. / Alaskan Native

5 5 3 2 3

Hawaiian /Pac. Isl.

3 1 2 6 5 3

White

492 522 564 545 551 527

Other/Unknown

44 13 16 15 22 39

TOTAL

628 670 694 636 684 686

Source: Annual Survey of the Mathematical Sciences

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(Some) Implications of Underrepresentation in STEM

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Implications of Underrepresentation in STEM

Source: Williams, George-Jones & Hebl, 2018

Percent of students initially interested in STEM, and graduating in STEM, by racial group.

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Implications of Underrepresentation in STEM

Source: Riegle-Crumb, King, & Irizarry, 2019,

Different rates of persistence in academic disciplines by race and ethnicity

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Which one is “smart”?

Source: Williams, George-Jones & Hebl, 2018

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Which one is “smart”?

Source: Williams, George-Jones & Hebl, 2018

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Phenotypic Stereotypicality and STEM Persistence (Williams et al, 2018)

  • Different Racial Groups Have Different Rates of

STEM Persistence

  • Racial phenotypic stereotypicality is a factor in

STEM persistence.

  • Racial phenotypic stereotypicality negatively

relates to STEM persistence among college students from under-represented minority groups.

  • Gender was a more salient factor in African-

Americans than among Asian-Americans or White participants

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Broadening Participation

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(Some) Broadening Participation Efforts

American Mathematics Society – Committee On Equity, Diversity, and Inclusion – Director of Diversity and Inclusion(TBA!) Mathematical Association of America – Committee on Minority Participation in Mathematics – National REU Program – TENSOR-SUMMA grants – Project NeXT Society for Industrial and Applied Mathematics – Diversity Advisory Committee National Science Foundation – Broadening Participation portfolio – Committee on Equal Opportunities in Science and Engineering

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References

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References

1. American FactFinder. 2013-2017 American Community Survey 5-Year Estimates. U.S. Census Bureau. Available online at https://factfinder.census.gov/faces/tableservices/jsf/pages/pro ductview.xhtml?src=CF 2. David Bressoud. Private Communication. 2018. 3. Annual Survey of Mathematical Sciences. Available online at http://www.ams.org/profession/data/annual-survey/ 4. Nicole Joseph. “I DO (NOT) Belong: Experiences of Black Women and Girls in Mathematics Education.” Plenary

  • Presentation. Critical Issues in Mathematics Education,

Berkeley, CA (March 15, 2017). 5. National Center for Education Statistics. Digest of Education

  • Statistics. 2019.
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References (continued)

6. Richelle (Rikki) Blair; Ellen E. Kirkman; James W. Maxwell. Statistical Abstract of Undergraduate Programs in the Mathematical Sciences in the United States: Fall 2015 CBMS

  • Survey. 2018.

7. Society for Industrial and Applied Mathematics. Private

  • Communication. 2019.

8. Melissa J. Williams; Julia George-Jones; Mikki Hebl. “The Face

  • f STEM: Racial Phenotypic Stereotypicality Predicts STEM

Persistence by –and Ability Attributions about – Students of Color.” Journal of Personality and Social Psychology. October 15

  • 2018. https://doi.org/10.1037/pspi0000153.

9. David Bressoud. Persistence of Black and Latino/a Students in

  • STEM. June 1, 2019.

https://mathvalues.squarespace.com/masterblog/launchings20 1906

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Discussion

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Thank You

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Ron Buckmire

Professor of Mathematics Associate Dean for Curricular Affairs Core Program Director

ron@oxy.edu | 323-259-2536

OXY Occidental College

  • xy.edu | 1600 Campus Road | Los Angeles, CA