The day after November 10, 2016Posted by mareserinitatis in Politics, societal commentary, teaching.
Tags: diversity, elections, politics, students, teaching, Trump
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I went to bed Tuesday knowing that Trump was president. I didn’t wake up to a shock, and even when I went to bed, I wasn’t that shocked. I guess having lived through 8 years of George W Bush made me rather cynical about the way our country deals with problems and adversity. (That is, usually in the least constructive manner possible.) Unlike a lot of people, I’m not raging and upset at the outcome: I’m just disappointed and know the next four years are going to be tough.
I pondered how to handle it with my class, though, and decided the best solution was to not bring it up. As I’ve mentioned before, this is one of my most diverse classes ever. About 1/3 of them are international students (whom I suspect believe Americans are nuts), 1/4 Latino (whom I suspect are stressed about the election), a couple of black students (who keep their thoughts to themselves), and the last third are from the midwest (and I suspect there’s a few Trump supporters in there). I figured it had no place in engineering and I didn’t want a fight to ensue on top of that.
After class, a student walked into my office, quite upset, and closed the door. Then he asked if I’d voted for Trump. I’ve had encounters with angry students before, so I, to be perfectly honest, was rather scared in that moment. I simply said, “No, I didn’t.”
At that point, he sunk into a chair and started venting. This student was very upset because of dealing with some other students who were Trump supporters. I think he just wanted to be around someone who would understand where he was coming from and as I’m female, he felt there would be a good chance I would agree and possibly validate the frustration and anger he was dealing with. He did calm down and seemed to be in better spirits when he left.
This has made me ponder if “keep quiet” was the right thing to do, however. If I could go back, I would probably have said the following:
Some of you are probably pleased with the election. Others of you probably are not. Regardless of which side you’re on, I’d appreciate it if you gave everyone some space to deal with their thoughts on this. It’s important to remember that we all have to live with each other after this, and there’s no reason to be gloating or angry because someone made a different decision than you did.
Not sure if it would help or hurt, but maybe acknowledging how everyone was feeling (and has a right to feel) would’ve helped remind the students how we are supposed to behave as mature adults. That’s part of what they’re supposed to be learning at college, too.
Diversity statement woes April 27, 2016Posted by mareserinitatis in career, education, feminism, science, teaching, work.
Tags: application process, diversity, diversity statement, feminism
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One of the newer things I’ve seen in academic job postings is a request for a diversity statement. If you haven’t seen them, it’s a statement addressing how you would address issues of race, gender, sexual orientation, disability, etc. I came across a request for one recently, and I have to admit that they make me cringe for a couple reasons. On the surface, they make a lot of sense: obviously if you have a diverse student body, you want to make sure that you’re hiring someone who is aware of that and has communicated all they ways they are prepared to deal with it.
So why do they make me cringe?
First, I see a potential for abuse. Academics tend to, on the whole, be a rather liberal lot, and one could easily see this as a screening mechanism to ensure that someone with a wildly different perspective doesn’t make it through the door. While I personally find it frustrating that people have issues with marginalized groups (and FSM knows how much of this I’ve dealt with first hand), I still think this means that people with differing viewpoints will be weeded out. I don’t see an easy answer to this, though. As I said above, you don’t want to hire someone who refuses to work with these groups or who creates an asymmetric educational experience for them lest, as an institution, you end up on the receiving end of a discrimination lawsuit. I’m just going to throw that out as a concern and leave it there.
My other concern, though, is more grounded in my background. These requests are severely biased towards those in the humanities and soft sciences where many of them can use part of their course topics and research as evidence. If you’re in the hard sciences, that’s obviously not an option. If you have access to resources to address this at all, it may be dependent on institutional support which may or may not be present. In the sciences, training for education/teaching at all is severely limited to begin with and what we do get has to be sought out through other departments in the university, if it’s even available. Depending on the size of the institution, there may not be a women’s center or diversity office to provide information and training.
As I’ve been contemplating writing such a statement, it leaves me in an odd spot. I could personally use some of my blogging about women in the sciences. However, depending on who is reviewing the statement, I may also get dinged because this may be viewed critically rather than as an asset. The same goes for membership in female-oriented professional societies such as IEEE Women in Engineering, Society of Women Engineers, or Association of Women Geoscientists. Realistically, some people who review these statements will have a negative view of such participation and advocacy even while the statements are a required part of the application package. Let’s be honest: not everyone sees the need to increase or address diversity in their departments, and being too much of an advocate could have negative repercussions during the selection process.
My personal feeling is that, in STEM, a lot of these issues are going to be limited to classroom accessibility and student mentoring. I would prefer that universities could ask STEM faculty how inclusivity of these groups would be addressed as part of the teaching statement and omit requests for a diversity statement.