Our vision: A climate science workforce that taps the human potential of the whole U.S. population.
Increase the number of women, underrepresented minorities, and individuals with disabilities in climate science by aggressively recruiting these groups as CMMAP graduate students and staff members, helping them become excellent scientists and educators, and placing them in leadership positions. Enhance the science and engineering pipeline through mentoring and recruiting at earlier academic levels. Study diversity problems and solutions, and disseminate results.
How is CMMAP Increasing Diversity in the Field?
Summoning Our Future Scientists & Engineers
Scott Denning, Director for Education and Diversity, and Melissa Burt,
Education and Diversity Manager, visited Northern Virginia Community College
(NOVA) November 2 and 3, 2012 to participate in a scientific symposium, "Summoning
Our Future Scientists & Engineers." This two-day event consisted of scientific
presentations, a professional panel, and advisories on scientific mentoring
for the diverse students of NOVA. Dr. Thomas Windham, CMMAP Diversity
Consultant, gave the opening address and talked about the benefits of
scientists and engineers and how mentoring will help guide students through
their educational and career pwathways. Dr. Margaret Tolbert, NSF Senior
Advisor, gave an informative presentation on "Opportunities At Science &
Technology Centers: For Students & Faculty Members." Scott Denning followed
with a talk titled "Taking Action to Save Our World: Paying Attention, Acting
Upon, & Addressing Our Climactic & Environmental Changes," focusing on the
common misconceptions about climate change, impacts of climate change in the
DC Metropolitan area, and addressed what upcoming scientists can do to help.
On Day 2, Melissa participated in a career panel: "Building Your Pathway &
Walking the Walk": Scientific, Engineering Academic & Professional Mentoring.
The panel was made up of working professionals and former SOARS proteges to
recount their experiences, share and discuss the importance of pursuing career
opportunities in STEM.
- Hispanic Engineering, Science, and Technology Week
CMMAP participated in the Hispanic Engineering, Science, and
Technology Week (HESTEC) at the University of Texas-Pan American in fall of
2011 and 2012. Events included teacher workshops,
hands on science activities, career/internship expo and a community day.
Little Shop of Physics
- Reach for the Sky! at Future Tech Now
Melissa helped present Reach for the Sky! with the Little
Shop of Physics at
SACNAS' Future Tech Now!,
hands-on demonstrations of new technology and research for a healthier
planet. The event was held in Anaheim, CA October 1-2, 2010.
- NSF Science and Engineering Research Centers: At the Frontier of
Our Education and Diversity Manager, Melissa Burt, hosted
this session with 3 other NSF STCs and ERCs at the 2009 Society for the
Advancement of Chicanos and Native Americans in Science (SACNAS) National
Conference in Dallas, Texas in October, 2009.
- 2008 Future Tech Conference
CMMAP Higher Ed and Diversity manager, Melissa Burt,
travelled to the University of New Mexico to attend this conference put on
by the NSF Science and Technology Center, MDITR November 8, 2008.
- SOARS Students Soar High
Alex Gonzalez joins CMMAP scientist Dr. Wayne Schubert researching the
Madden-Julian Oscillation (MJO) during the summer of 2008.
This article appeared
in the SOARS Fall 2008 newsletter about his research.
Studies on Diversity - CMMAP's Research
Career and Family Choices: A longitudinal Perspective by Women in Science
(poster), Sarah Stevens, Emily Ward, Madeline Gallegos and Silvia Sara Canetto, 2014
This study longitudinally examined the work and family choices and experiences
of female Atmospheric Science graduate students: how they think about
committment to one's partner and make decisions about job location.
Female Science Students' Perspectives on Stereotypes of Women's Pursuit of
(poster), Carlie D. Trott, Silvia Sara Canetto, and Amber Anthenian, 2014
This study examined female science graduate students' perspectives on how they
are impacted as well as how they cope with negative stereotypes of women in
Making Sense of the Atmospheric Science Gender Gap: Do Female and Male
Graduate Students Have Different Career Motives, Goals, and Challenges?
Silvia Sara Canetto, Carlie D. Trott, Jenifer J. Thomas and Cheryl A. Wynstra,
There is a persisting gap in the participation of women in the atmospheric
science (ATS), particularly at the higher levels of ATS education and
occupations. This gap raises questions about ATS women's career motives,
plans, and challenges relative to men's.
Women in Graduate Engineering: Is Differential Dropout a Factor in their
Underrepresentation Among Engineering Doctorates?
S. Aki Hosoi and Silvia Sara Canetto, 2011
In the United States, women represent at most 20% of doctoral-level
engineers. Differential dropout has been proposed as an explanation, but few
studies have tested this theory for women in graduate engineering programs.
Preface: Accomplishments and Challenges for a Diversity of Women in Science,
Technology, Engineering, and Mathematics Education and Occupations
Angela Byars-Winston and Silvia Sara Canetto, 2011
A preface to the special issue of the Journal of Women and Minorities in
Science and Engineering, focusing on the accomplishments and challenges for a
diversity of women in STEM education and occupations.
Career Plans of Atmospheric Science Graduate Students: Does Gender Matter?
(poster), Carlie D. Trott, B.A., Silvia Sara Canetto, Ph.D., Jenifer
J. Thomas, Ph.D., Cheryl A. Wynstra, M.A., and Tess Stoops, 2011
This study sought to explore the career plans of ATS female and male graduate
students. This approach builds on previous studies of career planning—most of
which have been about undergraduate students.
What Attracts High-Achieving, Socioeconomically Disadvantaged Students to the
Physical Sciences and Engineering?
Sarah Conrad, Silvia Sara Canetto, David MacPhee and Samantha Farro, 2009
Socioeconomically disadvantaged (SED) students are less likely to major in
physical sciences or engineering. To guide recruitment and retention of a
diversity of talent, this study examined what attracts high-achieving SED
students to these fields.
- Academic Self-Perceptions and Performance of Gifted
Female Science/Engineering Undergraduates (poster)
Farro, David MacPhee, Sadie Conrad, Silvia Canetto, 2008
This study examined high-achieving, undergraduate students
from underrepresented populations majoring in science or engineering upon
entrance (Time 1) and graduation (Time 2) of the McNair Mentorship Program. We
investigated students' self-perceived academic skills, science and math
skills, creativity, and academic preparedness compared to objective measures
of students' academic performance. The findings of this study indicate that
females and males are similar in regard to academic performance; however, at
Time 1 females were significantly more likely to have lower perceived ability
than males in several domains. By graduation from the McNair Program, females'
self-perceptions had increased to be on par with male peers. This suggests a
positive influence of the McNair Mentorship Program specifically on women's
perceived efficacy in science and engineering. Analyses also indicated that
double minority status students had lower self perceptions and performance,
particularly for perceived test-taking skills and on standardized tests.
Diversity in Science
Diversity Objectives & Collaboration Wikis
- Broadening Participation in the Earth
Sciences, Eric M. Riggs & Claudia J. Alexander
- Diversity in the Geosciences and
Successful Strategies for Increasing Diversity, Jacqueline E. Huntoon &
Melissa J. Lane
Data available from the National Science Foundation
Division of Science Resources Statistics demonstrate that
since 1966 fewer bachelor's, master's, and Ph.D. degrees
have been awarded in the geosciences than in any other
STEM field. Data spanning the time period from
1995-2001 indicate that the percentage of bachelor's and
master's degrees awarded to members of racial and
ethnic groups that are underrepresented in STEM fields
was lower in the geosciences than in other STEM fields.
The percentage of Ph.D. degrees awarded in the
geosciences to students drawn from underrepresented
groups from 1995-2001 was similar to the percentage
awarded in math and computer science, physical science,
and engineering. It appears that the geosciences retain a
greater number of students drawn from
underrepresented groups during the transition from
master's to Ph.D. degree programs, and/or recruit
underrepresented students into Ph.D. programs from
other STEM fields.
The geosciences have had success recruiting and
retaining women since 1966, and the lessons learned in
increasing gender diversity in the field may help the
geoscience community increase its racial and ethnic
diversity in the future. Four strategies that consistently
appear to be effective in increasing diversity are:
demonstrating the relevance of the field and
opportunities for high-paying careers in it; developing
partnerships among multiple stakeholders to reduce
'leaks' from the educational pipeline; promoting strong
mentoring relationships among students and geoscience
professionals, including opportunities for students to
conduct research prior to graduate school; and providing
financial assistance when necessary.
- A Decade of Lessons Learned, Donald K.
Walter, Shermane A. Austin, Leon P. Johnson, Penny A. Morris, Carlos Salgado
We describe our efforts at building programs in Earth
and space science over the past decade at four Minority
Institutions, Medgar Evers College, Norfolk State
University, South Carolina State University and the
University of Houston-Downtown. We present our
institutional models of success and programmatic
outcomes as well as barriers to success and lessons
learned. The unique path to success for each school is
described, along with experiences common among all
four. Since these institutions do not offer graduate
programs in the geosciences, they have concentrated on
recruitment and retention of students in the K-16
pipeline while preparing them for graduate school and
careers in the field. These schools represent a range in
size, location, population served and in the type and
nature of the Earth and space science programs they
offer. As such, the experiences described herein offer a
broad perspective on what does and does not work in
attracting and retaining underrepresented minoritystudents in the geosciences.
- BEST Practices for Broadening Participation
in the Geosciences: Strategies from the UCAR Significant Opportunities in
Atmospheric Research and Science (SOARS) Program, Rajul E. Pandya, Sandra
Henderson, Richard A. Anthes, Roberta M. Johnson
This article offers a set of design principles distilled from
the Building Engineering and Science Talent (BEST)
examination of over 100 programs with documented
success in recruiting and retaining minority students in
sciences, technology, engineering and mathematics. By
illustrating these principles in the context of the
Significant Opportunities in Atmospheric Research and
Science (SOARS) program, we provide examples for
applying them in the realm of the geosciences.
The SOARS Program combines multiple summer
research experiences with intensive, multidimensional
mentoring and a robust learning community to help
undergraduate students complete college and make
successful transitions into graduate school in the
Atmospheric and related sciences. SOARS has been
widely recognized through formal and informal
assessments as a highly successful program.
- Why So Few? Breaking through Barriers for
for Women and Girls, Catherine Hill, Christianne Corbett, Andresse St.
In an era when women are increasingly prominent in medicine,
law and business, why are there so few women scientists and engineers? This
new research report by AAUW presents compelling evidence that can help to
explain this puzzle. Why So Few? Women in Science, Technology, Engineering,
and Mathematics presents in-depth yet accessible profiles of eight key
research findings that point to environmental and social barriers - including
stereotypes, gender bias and the climate of science and engineering
departments in colleges and universities - that continue to block women's
participation and progress in science, technology, engineering, and math. The
report also includes up to date statistics on girls' and women's achievement
and participation in these areas and offers new ideas for what each of us can
do to more fully open scientific and engineering fields to girls and women.