Diversity in Science: An Overview - ACS Publications - American

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Diversity in Science: An Overview

Downloaded by 80.82.77.83 on November 2, 2017 | http://pubs.acs.org Publication Date (Web): October 26, 2017 | doi: 10.1021/bk-2017-1255.ch001

Donna J. Nelson*,1 and H. N. Cheng*,2 1Department

of Chemistry, University of Oklahoma, Norman, Oklahoma 73019-9704, United States 2USDA Agricultural Research Service, Southern Regional Research Center, New Orleans, Louisiana 70124, United States *E-mail: [email protected]; [email protected]

In the last decade or so, many chemical organizations have recognized the importance of diversity as a means to enhance recruitment and retention of talent, improve marketing of products or services, and broaden the scope and perspectives for new ideas. Despite this increasing recognition, there is still much work to be done in order to achieve a fair and equitable workplace, where workers can each achieve their full potential. In particular, there is noticeable disparity in academia in career advancement, compensation, and attitude toward members of underrepresented groups (URGs), especially pertaining to gender, race, and ethnicity. An overview is given in this article, highlighting some key findings. More details can be found in the individual chapters of this book.

Introduction Diversity is defined by the Business Dictionary as “feature of a mixed workforce that provides a wide range of abilities, experience, knowledge, and strengths due to its heterogeneity in age, background, ethnicity, physical abilities, political and religious beliefs, sex, and other attributes” (1). Whereas diversity is broadly desirable in the society at large, it is especially important in science, technology, engineering, and mathematics (STEM) in the U.S. because the population demographics in the U.S. in the next 50 years are projected to change significantly in terms of age, race, and ethnicity. Thus, the importance of diversity and achieving it are likely to increase in the future, so it is useful to

© 2017 American Chemical Society Nelson and Cheng; Diversity in the Scientific Community Volume 1: Quantifying Diversity and Formulating Success ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


understand the current status of diversity and to seek ways to optimize their roles and contributions to the society. Historically the concept of diversity has been increasingly prominent since the civil right movement and the passage of the Immigrant Act in the 1960s. Nonetheless, despite the efforts and the funds expended, diversity remains a major workplace issue in the STEM enterprise today (2–21). In the past decade or so, many STEM organizations have recognized the importance of diversity as a means to enhance recruitment and retention of talent, improve marketing of products, and broaden the scope and perspectives for new ideas (6–9). Yet, a number of studies have shown workplace inequities with respect to bias in hiring, promotion, attitudes, and recognition (10, 11).

Advantages Accompanying Diversity in Organizations McKinsey & Company has been studying diversity in the workplace for many years. In their latest report Diversity Matters, they examined proprietary data sets for 366 public companies across a range of industries in Canada, Latin America, the United Kingdom, and the United States. Some of their findings are given below (16): •

•

•

•

•

Companies in the top quartile for racial and ethnic diversity are 35 percent more likely to have financial returns above their respective national industry medians. Companies in the top quartile for gender diversity are 15 percent more likely to have financial returns above their respective national industry medians. In the U.S., there is a linear relationship between racial and ethnic diversity versus better financial performance: for every 10 percent increase in racial and ethnic diversity on the senior-executive team, earnings before interest and taxes (EBIT) rise 0.8 percent. Racial and ethnic diversity has a stronger impact on financial performance in the United States than gender diversity; a possible reason is because earlier efforts to increase women’s representation in the top levels of business have already yielded their positive results. The unequal performance of companies in the same industry and the same country, but which differ in their degrees of diversity, implies that diversity is a competitive differentiator shifting market share toward more diverse companies.

From research done by McKinsey (16) and others (2–9), diversity seems to have an overall positive impact on STEM organizations. In business and industry, diversity helps to increase the talent pool for recruitment, better gauge customers’ needs, enhance marketing understanding, and improve input and creativity of the workplace. Moreover, diversity can potentially lead to improved morale, increased productivity, broadened perspectives, and positive work environment. 2 Nelson and Cheng; Diversity in the Scientific Community Volume 1: Quantifying Diversity and Formulating Success ACS Symposium Series; American Chemical Society: Washington, DC, 2017.

In academia, increasing diversity at the professor level provides not only more talent at that level, but throughout the educational pipeline, due to the extensive effect of professors throughout the academic pipeline. Diversity among students allows students to work and study with classmates from a diverse range of backgrounds that can enrich their overall educational experience (12–14). In scientific research and development, diversity can be helpful in a number of specific ways (7–9), e.g.,


1.

2.

3.

4.

Scientific advancement relies on the availability of a highly skilled workforce. In order for the workforce to be an adequate size, we must recruit talent from all social identities (e.g., gender, race, ethnicity, nationality, disability, and others). Innovation in science frequently requires novel ideas, problem-solving skills, and objective assessment of data without biases. These characteristics can be enhanced through diversity as each person contributes an individual background, opinions, and technical strengths to the advancement of a field. Many scientific problems today tend to be complex and often solved by teams. A team with diverse members can bring different perspectives and capabilities to bear on the problems and produce more effective solutions. With increasing globalization, researchers can facilitate their work through global connections for collaboration, use of equipment, or education exchange. An inclusive and globally oriented work environment can attract and retain talent from diverse and global populations.

Above all, the benefit of diversity has been demonstrated by the positive effects of diverse collaborations in scientific research. In a 2014 article, Smith et al (15) analyzed papers published between 1996 and 2012 in 8 disciplines and found the papers with authors from more countries fared better in journal placement and citation performance. In a 2015 article (17), Freeman et al examined the ethnic identity of authors in over 2.5 million scientific papers written by U.S.-based authors from 1985 to 2008 and found that publications coauthored by people of similar ethnicity tend to appear in lower-impact journals with fewer citations. In contrast, papers with authors in more locations and with longer reference lists were published in higher-impact journals and received more citations. These findings suggest that diversity via author ethnicity, location, and references leads to stronger contributions to science as measured by impact factors and citations.

Challenges of Diversity If diversity is so attractive, one may ask why it is not universally accepted and perpetuated. Many opposing factors have been cited, including inherent bias of people involved, ineffective communication, resistance to change, challenge in implementation, and the difficulty of managing diversity effectively (10, 11, 18–20). The data and research presented in several chapters of this book certainly 3 Nelson and Cheng; Diversity in the Scientific Community Volume 1: Quantifying Diversity and Formulating Success ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


indicate the need for improvement in gender and racial diversity in academia (22–28). In a recent article (21), Dobbin and Kalev reported a study of 800 U.S. corporations, where many diversity programs were found to be ineffective. These companies were using older techniques, such as diversity training to reduce bias on the job, hiring tests and performance ratings to limit bias in recruitment and promotion, and grievance systems to give employees a way to challenge managers. These tactics seemed inadequate. Their research suggested that managers should be engaged in solving problems, increase their on-the-job contact with female and minority workers, and promote social accountability, including targeted college recruitment, mentoring, and self-managed teams and task forces. It is evident that diversity is a work in progress, which requires sustained effort. It is encouraging, therefore, that there are highly successful diversity programs ongoing in several institutions. Many of these programs are documented in the chapters of this book (29–48).

Measuring the Progress of STEM Diversity A number of studies have been carried out on diversity in academia over the years (10, 11). In this book, Nelson (22), Kuck (23), and Hernandez et al (24) provide new data on gender bias in academia. In all three studies, women are found to be significantly under-represented among STEM faculty. While some institutions have made substantial gains, most have achieved limited progress. When a survey captures a sample of a population, a statistical analysis of its results must be made, especially when dealing with small numbers. A number which is smaller than the error calculated for that number is meaningless. A representation of zero, which is often found in the cases of Native American faculty or minority female faculty, only has meaning when the survey captures the full population (100% participation). Using Native Americans as an example, if data are unavailable for just one survey respondent, even if no Native Americans are found in all other respondents’ data, then it cannot be concluded that the representation of Native Americans is zero, because Native Americans could be among the missing respondent’s data. Typically, the representation of women among STEM faculty is sufficiently large to survive the needed statistical analysis. However, the representation of Blacks, Hispanics, and Native Americans is each too low to give meaningful results, because the magnitudes of the representation is typically smaller than the errors. This is especially true when data are further disaggregated by rank and gender. Two ways to overcome this problem are (1) by combining the three URM races or (2) by collecting the whole population rather than a sample. The representations of under-represented minorities (URMs) is so low that the numbers do not survive the required statistical analysis In their surveys, Nelson (22) and Hernandez et al (24) each report disaggregated percentages of Blacks, of Hispanics, and of Native Americans in academia They each found the situation somewhat similar to that of women. The 4 Nelson and Cheng; Diversity in the Scientific Community Volume 1: Quantifying Diversity and Formulating Success ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


Hernandez study reported samples and focused on chemistry (24), reporting the representation of URM professors over the past 15 years, disaggregated by race; there were no statistical analyses. The Nelson Diversity Surveys covered 15 science and engineering disciplines (22) and disaggregated the data by race, by rank, and by gender. Fully disaggregated URM data could be reported because these Surveys captured the full population in each discipline, each year they were carried out (FY2012, FY2007, FY2005, FY2002). URMs have achieved critical mass in no discipline studied, and the representations include Black, Hispanic, and Native American; these studies collected whole populations and therefore needed no statistical analyses. In each study, the representations of URMs among faculty lagged far behind the corresponding representations in the general population. The situation of women in industry was studied in detail in three papers by Fassinger et al (25–27). There was a wealth of information in those papers, including the following key findings: • •

• •

•

Company support, particularly as manifested by supervisors, was a critical factor in women’s success. Women exhibited both willingness and confidence to advance, and managerial women exhibited higher job satisfaction than non-managerial women A large percentage of women perceived themselves as having been passed over for advancement opportunities. Balancing home and work was a top work-related stressor. Women with a greater number of dependent children and more managerial responsibility indicated greater home-work conflict. Company-provided childcare was associated with reducing home-work conflict. Female mentors were more likely than males to provide support for managing the home-work interface.

In a different approach, Salton and Nelson (28) used an engineering-based methodology to analyze the root cause of gender imbalance in scientific employment. They grouped people in four strategic styles and found women, on the average, to have inherently different work styles than men. The different work style would have an impact on the execution of diversity programs. For example, the inclusion of women is desirable in order to mitigate the often cited “boys club” conditions in engineering. However, to be effective in limiting bias, the women included should be given positional power. If women were merely “given seats at the table” but told to be quiet, nothing would change.

Exemplary Diversity Programs Despite the challenges facing diversity, many organizations have successfully implemented diversity programs and made great strides. For example, since 1977, the Maximizing Access to Research Careers (MARC) program from National Institute of General Medical Sciences (NIGMS) has evolved to provide support 5 Nelson and Cheng; Diversity in the Scientific Community Volume 1: Quantifying Diversity and Formulating Success ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


for URM college undergraduate students in the biomedical sciences in order to improve their preparation for high-caliber doctoral graduate training (29). A recent analysis of the educational outcomes of the program alumni indicates that this program is achieving its goals. Among recent MARC alumni, 29.2% earned a PhD, 11.7% M.D., and another 25.8% completed or are enrolled in other advanced degrees (29). One of the program’s that receives NIGMS funding is the University of Texas at San Antonio; their Research Initiative for Scientific Enhancement (RISE) program has been very successful in helping Hispanic undergraduate students enter doctoral training programs (30). In addition, many universities have designed and implemented successful academic program for minorities. These include Xavier University of Louisiana (31), Brandeis University (32), Purdue University (33), Southwestern College (35), University of California Berkeley (36), Queensborough Community College of the City University of New York (37), University at Buffalo (38), and Louisiana State University (40). We applaud their great efforts, which have significantly advanced the cause of diversity in STEM at different universities. At Rochester Institute of Technology, a successful program is ongoing to narrow graduation and employment gaps between students who are hearing impaired and those who are not (39). At Johns Hopkins University, the Open Chemistry Collaborative in Diversity Equity (OXIDE) program works with department heads and social scientists to enhance faculty diversity. In the chapter written by Stallings and Hernandez (34), they reported on their use of social media as a platform for disseminating qualitative and quantitative diversity information. Besides the successful programs noted above, Valdez and Lopez (41) reported on the Alliance for Diversity in Science and Engineering (ADSE) and its precursors, which support, organize, and oversee local, graduate student-run organizations to promote diversity. Varma-Nelson (42) pointed out that the graduate students’ leadership experiences have a positive impact on the students’ academic, personal and professional lives. Collins (43) provided several examples of successful scientists and women of color in both academia and industry as possible role models for others.

Diversity and Global Competence at ACS As noted earlier, many organizations have realized the importance of diversity in their future growth. The American Chemical Society (ACS) is an example of such an organization. ACS has issued a public statement on diversity as given below. “The American Chemical Society believes that to remain the premier chemical organization that promotes innovation and advances the chemical sciences requires the empowerment of a diverse and inclusive community of highly skilled chemical professionals regardless of race, gender, age, religion, ethnicity, nationality, sexual orientation, gender expression, gender identity, presence of disabilities, educational background, and other factors. Chemical scientists rely on the American Chemical Society to promote inclusion and diversity in the discipline.” 6 Nelson and Cheng; Diversity in the Scientific Community Volume 1: Quantifying Diversity and Formulating Success ACS Symposium Series; American Chemical Society: Washington, DC, 2017.


Thus, ACS has in place a strong culture in diversity and inclusivity. For many years ACS has convened several national committees that help to promote diversity and inclusion. These include Women Chemists Committee (WCC), Younger Chemists Committee (YCC), Committee on Minority Affairs (CMA), and Committee on Chemists with Disabilities (CWD). Moreover, an umbrella group for all diversity and inclusion groups was started in 2006 as Collaborative Working Group, which became Joint Subcommittee on Diversity in 2007, and is now called ACS Diversity & Inclusion Advisory Board (D&I). The current constituent members of D&I include WCC, YCC, CMA, CWD, as well as Senior Chemists Committee (SCC), Committee on Professional Training, (CPT), Committee on Technician Affairs (CTA), and Division on Professional Relations (PROF). In this book, several chapters were written by representatives of diversity groups within ACS. Thus, Bannochie traced the beginning of the LBGT inclusion and the progress he and his colleagues have made within ACS (44). Denio related his experience in the ACS Delaware Section’s ChemVet group and as a member of the ACS Senior Chemists Committee (45). Booksh discussed the important role that people with disabilities can contribute to the scientific and engineering fields (46). Neybert provided the viewpoints of teachers and students with disabilities and gave valuable advice and guidance (47). Finally, Contis, et al (48) pointed out the international aspect of the chemistry enterprise. Currently ACS has 17% international members, with broad diversities in nationalities, ethnicities, languages, religions, and other characteristics. ACS is welcoming of these diversities and seeks to build inclusion and strength through diversity.

Conclusions Diversity remains a major workplace issue in the chemistry enterprise today, although much time and research funding have been expended on the topic for decades. For example, demographics determined via research investigations reveal a very low representation of URMs among faculty at research universities and of women among full professors at research universities. In comparison with the general populations of these underrepresented groups, a drastic discrepancy exists between their representations in academia versus the general population. It seems that there is an urgent need to attract people into chemistry from diverse backgrounds. A positive trend is that many chemical organizations have recognized the importance of diversity as a means to enhance recruitment or retention of talent, improve marketing of products, and broaden the scope and the perspectives for new ideas. ACS is one of the organizations that have consistently supported diversity and inclusivity. Obviously, continued efforts are desirable in the future. The many excellent diversity programs reviewed in the present article (and described in detail in this book) give us hope that future progress can be made. We owe them our gratitude for these successful programs and acknowledge particularly the people involved for their efforts. Hopefully these programs serve as models for other institutions to emulate and to build upon in the future. 7 Nelson and Cheng; Diversity in the Scientific Community Volume 1: Quantifying Diversity and Formulating Success ACS Symposium Series; American Chemical Society: Washington, DC, 2017.

Acknowledgments The authors thank the authors of the book chapters for sharing their data and perspectives. Mention of trade names or commercial products in this publication is solely for the purpose of providing specific information and does not imply recommendation or endorsement by ACS or the U.S. Department of Agriculture. ACS and USDA are equal opportunity providers and employers.

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26. Arseneau, J. R.; Asay, P. A.; Paquin, J. D.; Walton, H. M.; Downing, V.; Roffman, M. S.; Fassinger, R. E. Career Success of Women in the Chemical Industry, Part 2: Navigating Workplace Challenges. Diversity in the Scientific Community Volume 1: Quantifying Diversity and Formulating Success; ACS Symposium Series; American Chemical Society: Washington, DC, 2017; Vol. 1255; Chapter 6. 27. Paquin, J. D.; Arseneau, J. R.; Asay, P. A.; Downing, V.; Roffman, M. S.; Walton, H. M.; Fassinger, R. E. Career Success of Women in the Chemical Industry, Part 3: Getting on the Same Page. Diversity in the Scientific Community Volume 1: Quantifying Diversity and Formulating Success; ACS Symposium Series; American Chemical Society: Washington, DC, 2017; Vol. 1255; Chapter 7. 28. Salton, G. J.; Nelson, S. Gender and Thought Diversity in Chemistry. Diversity in the Scientific Community Volume 1: Quantifying Diversity and Formulating Success; ACS Symposium Series; American Chemical Society: Washington, DC, 2017; Vol. 1255; Chapter 8. 29. Hall, A. K. Educational Outcomes from MARC Undergraduate Student Research Training. Diversity in the Scientific Community Volume 2: Perspectives and Exemplary Programs; ACS Symposium Series; American Chemical Society: Washington, DC, 2017; Vol. 1256; Chapter 1. 30. Taylor, G. P.; Cassill, J. A.; Barea-Rodriguez, E. J. The Undergraduate Research Initiative for Scientific Enhancement (RISE) Program at the University of Texas at San Antonio. Diversity in the Scientific Community Volume 2: Perspectives and Exemplary Programs; ACS Symposium Series; American Chemical Society: Washington, DC, 2017; Vol. 1256; Chapter 2. 31. DiMaggio, S. Xavier University of Louisiana: Routinely beating the odds. Diversity in the Scientific Community Volume 2: Perspectives and Exemplary Programs; ACS Symposium Series; American Chemical Society: Washington, DC, 2017; Vol. 1256; Chapter 3. 32. Kosinski-Collins, M. S.; Godsoe, K.; Epstein, I. R. The Brandeis Science Posse: Building a Cohort Model Program to Retain Underserved Students in the Sciences. Diversity in the Scientific Community Volume 2: Perspectives and Exemplary Programs; ACS Symposium Series; American Chemical Society: Washington, DC, 2017; Vol. 1256; Chapter 4. 33. Chmielewski, J.; Adolph, C. M.; Betancourt, S. K.; Blade, R.; Pulliam, C. J. The Chemistry Diversity Initiative at Purdue University. Diversity in the Scientific Community Volume 2: Perspectives and Exemplary Programs; ACS Symposium Series; American Chemical Society: Washington, DC, 2017; Vol. 1256; Chapter 5. 34. Stallings, D.; Hernandez, R. Accelerating Change: #DiversitySolutions On Social Media. Diversity in the Scientific Community Volume 2: Perspectives and Exemplary Programs; ACS Symposium Series; American Chemical Society: Washington, DC, 2017; Vol. 1256; Chapter 6. 35. Brown, D. R. Diversifying the STEM professional workforce by building capacity at a two-year college on the U.S.-Mexico border. Diversity in the Scientific Community Volume 2: Perspectives and Exemplary Programs; 10 Nelson and Cheng; Diversity in the Scientific Community Volume 1: Quantifying Diversity and Formulating Success ACS Symposium Series; American Chemical Society: Washington, DC, 2017.

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46. Booksh, K. Why are there so few Doctorates with Disabilities in Chemistry? Thoughts and Reflections. Diversity in the Scientific Community Volume 2: Perspectives and Exemplary Programs; ACS Symposium Series; American Chemical Society: Washington, DC, 2017; Vol. 1256; Chapter 18. 47. Neybert, A. The Unconventional Chemist. Diversity in the Scientific Community Volume 2: Perspectives and Exemplary Programs; ACS Symposium Series; American Chemical Society: Washington, DC, 2017; Vol. 1256; Chapter 19. 48. Contis, E. T.; McKlmon, R.; Miller, B. D. Energizing Global Thinking as a Dimension of ACS Diversity/Inclusion Efforts. Diversity in the Scientific Community Volume 2: Perspectives and Exemplary Programs; ACS Symposium Series; American Chemical Society: Washington, DC, 2017; Vol. 1256; Chapter 20.

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