Diversity, Equity, and Inclusion: Perspectives and Unsolicited Opinions

@ f l i p . t a n e d o PHYSICS 401 WINTER 2022 (UCR)
Diversity, Equity, and Inclusion
Flip Tanedo
February 15, 2022
Perspectives and Unsolicited Opinions
Physics 401, Win 2022
Professional Development

@ f l i p . t a n e d o PHYSICS 401 WINTER 2022 (UCR) 30
Goals
Why is this part of your professional development?
• You navigate a professional space that is built on social dynamics that are not
inherently fair. You should know how to navigate this space as it is.

• Today: introduction to some ideas we have found useful, discussion led by
Bryan and Liz about equity in your lives as graduate students.
2
I. Theory: some de
fi
nitions

II. Data and [challenges of] interpretation

III. Practice: what do you do?

Ground Rules
Brave space guidelines
• What is said here stays here, what is learned here may leave here.

• You are welcome (but not required) to share your perspectives and
experiences. Use “I” statements, do not generalize. We may disagree, but we
will always respect one another for being willing to engage.

• Today’s focus is your professional development. There is plenty more to learn
about the how’s and why’s of equity efforts.
3
anecdote DATA

Some Useful Definitions
To help avoid miscommunication
4

5
We will use “minority” to include any such identity, whether visibly
apparent or not. One may have multiple, intersecting minority identities.

minoritized (vs. minority): acknowledges systemic effects causing underrepresesentation
Suggested reading: American Physical Society websites on the Committee on the
Status of Women in Physics, Committee on Minorities, LGBT Physicists; similar for the
American Astronomical Society
minority, n.
an identity that is disproportionately not
present; underrepresented group

6
Suggested reading: “Unpacking the Invisible Knapsack,” McIntosh; “Unveiling Privilege to Broaden
Participation” The Physics Teacher 55, 394 (2017), “The Pencilsword: On a Plate,” Toby Morris, “Privilege 101,”
Sian Ferguson Everyday Feminism, “What the Origin of ‘Check your Privilege’ Tells us About Today’s Debates,”
Arit John The Atlantic (2014), “It’s Not Talent, it’s Privilege,” Carl Wieman, APS News, Oct 2020.
privilege. n.
Bene
fi
t that a select group has that others do not. One can
have some privileges and not others.
Different from oppressing others. Not something to “apologize” for.

Contrast with: 
right. n. Bene
fi
t that we agree everyone should have.

Working
Definitions
Tony Ruth, 2019
7

“The Data”
Does Physics have a DEI problem?
8

Source: APS Committee on Minorities, Committee on the Status of Women in Physics
9
Is this a lot? Is this a little?
By some de
fi
nition of minority
After all, aren’t “minorities” a
 
smaller portion of the population?

Source: APS Committee on Minorities, Committee on the Status of Women in Physics
10
Is this a lot? Is this a little?
When we say “minority”
 
(underrepresented) in physics,
 
we mean even more than expected
 
from the general population.

Source: APS Committee on Minorities, Committee on the Status of Women in Physics; Good Reads
11

Source: pewforum.org/2009/11/05/scientists-and-belief/
12

Data not readily available
What is the distribution of physicists with respect to…
• Political beliefs?

• LGBT+ identity?

• Socioeconomic upbringing?

• Nth generation US citizenship?

• Nth generation graduate / PhD / physicist?

• English as a
fi
rst/second/third language?

• Neurodiversity?
13
Quantitative demographic
data capture the symptoms,
not the problem.

Actions to “
fi
x” the
symptoms (meet metrics) do
not necessarily address
underlying injustice.
Source: “The Data Fallacy,” Jesús Pando at A Rainbow of Dark Sectors (2021)

So what?
14

So what?
15
Should physics be
 
more representative?
Is this your problem?

(Is it my problem?)
How did we get here?
 
Is that even a scienti
fi
c question?
Isn’t this just a leaky pipeline?
 
Fix the secondary schools…
Maybe human brains differ…
https://www.insidehighered.com/news/2005/02/18/what-larry-summers-said
Can I just focus on my PhD?
Are there systemic issues? Are there villains?
What does this

have to do with my

professional development?
What should I do?
What can I do?

@ f l i p . t a n e d o PHYSICS 401 WINTER 2022 (UCR)
Helen Quinn (paraphrased)
Physics is hard.
It is harder if you are a
woman, if your skin is
brown, if you are gay, if
you do not identify
with the other
physicists around you.
Photo: Nicholas Bock at SLAC

A common response
17
“
… but physics doesn’t care about
your race, gender, sexual
orientation, socioeconomic status,
politics …
Where do Maxwell’s equations depend on the color of your skin? 
Why should growing up poor a
ff
ect your ability to calculate a commutator?

… some of the same people, 5 years later
18
Recognition of social underpinnings of doing science. Di
ff
erent initial conditions,
ways of socializing, geographic opportunities. This a
ff
ects all of us, not just
those who are “diverse.”
Based on “Downfall” meme: youtube.com/watch?v=VjgmcZwaY1Y
 
https://knowyourmeme.com/memes/hitlers-downfall-parodies

19
Sometimes physicists spend too much time
arguing whether social science is science
and not enough time recognizing that
science is social.
But now this sounds like wishy-washy social science…
That being said, this talk is not about theories of why certain marginalized groups
are underrepresented in physics. This is about your professional development in a
space where inequity exists.

So what do you do?
This is the professional development part.
20

Levels of engagement
You decide where you are
1. Try not to be a jackass 
apologize and learn if you are a jackass.

2. Climb. 
navigate the landscape

3. Lift while you climb (
fi
rst order change) 
Make the path a little easier for those coming next.

4. Evolve the institution (second order change) 
Challenging, slow, impactful
21


2. Climb. 

fi

22
From goodreads.com


2. Climb. 

fi

23

Flight attendant rules
Please place the mask over your own
mouth and nose before assisting others
• Know the resources available: groups,
o
ffi
ces, scholarships, …

• Advising structure (suggestion: have
multiple mentors)

• Know when and how to sound the
alarm, especially in a vulnerable
position. e.g. Ombuds, Title IX, Vice
Provost for Administrative Resolution

• Distinguish systemic vs. personal

• Distinguish rights vs. privileges
Miikka H. (2010)
fl
ickr.com/photos/miikkah/5067446540/2020
24

Grit vs. Trauma Porn
Navigating the professional landscape
grit, n. (or distance traveled)
 
perseverance against challenge, proposed as a measure of
student ability
Suggested reading: “For college admissions, let’s value grit over GPAs,” Washintgon Post, Mitch Daniels (Nov
2018), “When I applied to college, I didn’t want to sell my pain,” NY Times, El
ij
ah Megginson (May 9, 2021), “The T
Word: Resisting Expectations to Share Trauma in College Essays,” Forbes, A. Waller-Bey (Dec. 10, 2021); Bakke vs.
UC Regents history
25
trauma porn n. (pejorative)
 
victim narrative expected of underrepresented applicants
Opinion: diversity statements are now standard practice,
you should prepare to write one for your next job.


2. Climb. 

fi

26

Lift while you climb
‘outreach’ or ‘broader impacts’
• Many reasons to do this, e.g. to help
create the community in physics

• How do you balance this with your
professional climb? (e.g. your PhD)

• Valued professionally. How do you get
credit for the work that you do?

• How much do you do? Is it e
ff
ective?
Photo by Kamaji Ogino from Pexels
27


2. Climb. 

fi

28

Institutional (Second Order) change
What are the underlying values of a group of people?
• 1st order change: speci
fi
c activities to address the
symptoms if inequity, e.g. fellowships for students who
engage in DEI work.

• 2nd order change: addressing the underlying mix of
individual beliefs that cause the symptoms. e.g. e
ff
orts
to change the unstated perception that “diverse” applicants
are less capable scientists.

• Challenging, slow, and often ‘behind the scenes’

• Even more challenging due to cultural polarization,
butter
fl
y e
ff
ect of bad behavior, di
ff
erent expectations
Photo by Kamaji Ogino from Pexels
29

30
Develop

Community
“Inclusive

Excellence”
Build Trust
More effective

Communication
Shared
 
Information
Informal

communications
Shared Values
Code of
 
Conduct
Anti-Town Halls
Broader Impacts
 
Package
Evolve Norms
Align inclusive &
 
physics objectives
D
AIM PRIMARYDRIVERS SECONDARY DRIVERS PROJECTS
Some of our recent thoughts on second order change

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