tuition is too expensive for your faculty to be this homogeneous
Jamelle Watson-Daniels on what minority students in STEM sciences need from Universities and colleges
Faculty and administrators recognize the lack of underrepresented minorities in the STEM fields and have asked students of color what can be done to help us succeed in these fields at Universities. There are several components to improving the investment in black scholars in the STEM fields. There is one simple starting point. To begin the intentionality of the experience of black students, we must hire black professors. In what follows, I outline the necessity and the benefits of hiring a black professor, provide clarification on possible misconceptions, and then present my plan of action.
Black Bodies as Luminous Figures:
To be taught physics by a certain demographic influences individual response to the subject regardless of consciousness of this fact. In a discussion on this issue with a college physics concentrator, he recalled the one thing he noticed when he walked into our introductory course first semester freshman year. He said he remembers distinctly looking around and accepting the majority in the classroom were white male students. This particular student is of Indian descent, and therefore was able to rely on a positive stereotype for Asian students excelling in sciences. My point is, everything about the black scholar’s experience in the classroom and with faculty reinforces a negative stereotype about being black in science. White and Asian students and faculty take for granted having role models and examples who look like them around at all times to reinforce their confidence in the subject. A black professor would simply allow black students the same chance as their peers.
Imaging Student Trajectory:
Students ought to be allotted the right to choose a black advisor in scientific fields. In addition to being a role model, black professors can provide a unique perspective on the journey to attaining success and a career in physics. White and Asian professors contribute an equally important perspective to all students. Unfortunately, the black perspective is often missing from the experience of science students at Universities. This takes away from the claimed even playing field students are given. Implications of the value given to the perspective of the black scholar are illustrated in this lack of black faculty. As we continue to present the image of white scientists transferring knowledge to all students (including black students), black students are being deprived of seeing a black scientist transfer knowledge to all students (including white students).
Classical Applications:
Through the New Scientists Program, I have been able to discuss this experience with students who would be labeled as having some sort of disadvantage (prior preparation, gender, race) in STEM fields. The primary reason the students I spoke with shift from a path in STEM fields is because they are not convinced they will be able to find a job after obtaining their degree. One can argue against this claim can be that this is not unique to underrepresented students. In no way am I claiming that this is unique to us. America’s lack of under-represented minority faculty members mirrors that of many other top universities. This sends students a very clear message about what type of people will get hired at elite universities to teach science and mathematics. Students look around and notice that they themselves cannot expect places like Brown University to hire them as professors, therefore resort to pursuing other degrees presenting more attractive options.
Collective Benefits:
- Since black students are at the bottom of the STEM hierarchy, as we intentionally improve their experience in our departments, we inherently improve the experience of all students (concentrators and non-concentrators) coming through the department. If the department is investing in the experience of black students, they have to reach all students in the process.
- Universities will not only produce scientifically prepared physicists (and other STEM subjects), but also students with a certain respect and dedication to a more diverse group of people. Giving students access to a black professor forces an unseen acceptance and respect for black scientists in general that leaks over to classmate’s perspectives of one another in class and out. In my experience, my peers often feel superior to me and hesitate to include me in discussions. On numerous accounts, I have had to take students aside and address a comment they have made to me while in a study group whether it was intentional or not.
This is not meant to demean the inclusiveness of the physics department to me as an individual. This is not suggesting past discriminations in the hiring of faculty. This is not an attempt to undermine or ignore the benefits white professors and advisors have had in making black students successful. I am not saying the black experience is monolithic. When I talk about the black experience, I am including all students of color. All black students do not have the exact same story, nor is every black student conscious of the problem and able to articulate this solution. This is not an attempt at solving the racial division in sciences. This is the first step and something that can be done now. This is also not a unique problem to the physics department or to Brown University (where this written work was originally produced).
In rejecting my advice, administrators are deciding not to create a space for black students in scientific departments after being informed of student need. After searching for ways in which the minority experience can be improved, a rejection would be a dismissal of one of the simplest solutions.
Plan of action: Provide a space and fair opportunity for success in STEM subjects to all students, including students of color, and starting by recruiting and hiring black STEM professors.
in freedom,
Jamelle
