diversity at imsa: opportunities and challenges around race

Diversity at IMSA: Diversity at IMSA: Opportunities and Challenges around Opportunities and Challenges around

RaceRace

Andrew Grant-Thomas, Deputy DirectorAndrew Grant-Thomas, Deputy Director

Kirwan Institute for the Kirwan Institute for the Study of Race and EthnicityStudy of Race and Ethnicity

Illinois Mathematics and Science AcademyIllinois Mathematics and Science AcademyFebruary 13, 2009February 13, 2009

Diversity at IMSA: Diversity at IMSA: Five Challenges and Five Challenges and

OpportunitiesOpportunitiesI.I. Assembling a multicultural communityAssembling a multicultural community

II.II. Educating members about the value of Educating members about the value of multicultural education multicultural education

III.III. Realizing the benefits of cultural Realizing the benefits of cultural diversitydiversity

IV.IV. Integrating lessons and insights across Integrating lessons and insights across diverse disciplinesdiverse disciplines

V.V. Developing and invoking the best of our Developing and invoking the best of our (diverse) possible selves(diverse) possible selves

I. Realizing the Benefits I. Realizing the Benefits of Cultural Diversityof Cultural Diversity

In Your Words…In Your Words…

• ““Appreciation, affirmation, inclusion” – Appreciation, affirmation, inclusion” – so all can so all can contributecontribute

• ““Appreciation, affirmation, inclusion” – Appreciation, affirmation, inclusion” – so all can so all can enjoyenjoy

• ““Diversity in community inspires Diversity in community inspires discovery and creativity”discovery and creativity”

• ““Diverse perspectives enrich Diverse perspectives enrich understanding”understanding”

• ““Build the capacity of IMSA faculty and Build the capacity of IMSA faculty and staff to meet the needs…”staff to meet the needs…”

Benefits of Racial Diversity Benefits of Racial Diversity in Education: All Studentsin Education: All Students

• More tolerant and inclusive viewpointsMore tolerant and inclusive viewpoints

• Reduced intergroup prejudiceReduced intergroup prejudice

• Improved intercultural competenceImproved intercultural competence

• Enhanced critical thinking and integrative complexityEnhanced critical thinking and integrative complexity

• More creativity and intellectual confidenceMore creativity and intellectual confidence

• Higher levels of parental involvementHigher levels of parental involvement

• More productive workplace relationships with other-More productive workplace relationships with other-race peoplerace people

• Less residential segregationLess residential segregation

Source: Brief of 553 Social Scientists, Source: Brief of 553 Social Scientists, Parents InvolvedParents Involved

Benefits of Racial Diversity Benefits of Racial Diversity in Education: Nonwhite in Education: Nonwhite

StudentsStudents• Modest positive achievement gains for black and Modest positive achievement gains for black and

Latino students (no negative impact on test Latino students (no negative impact on test scores of white students)scores of white students)

• Higher-quality resources (funding, class size, Higher-quality resources (funding, class size, rigorous coursework, teachers)rigorous coursework, teachers)

• More qualified teachers and less teacher turnoverMore qualified teachers and less teacher turnover

• Higher HS graduation rates Higher HS graduation rates

• Richer social and professional networksRicher social and professional networks

• Higher income for African AmericansHigher income for African Americans

Source: Brief of 553 Social Scientists, Source: Brief of 553 Social Scientists, Parents InvolvedParents Involved

The Logic of DiversityThe Logic of Diversity

Diversity of

Identity,

Beliefs,

Experiences

Diverse

Perspectives

Better

Outcomes

Source: Scott Page, “A Logic of Diversity II” (available Source: Scott Page, “A Logic of Diversity II” (available online)online)

Diversity or Ability: A TestDiversity or Ability: A Test

• Group 1: Best 20 individual problem-Group 1: Best 20 individual problem-solverssolvers

• Group 2: Random 20 problem-solversGroup 2: Random 20 problem-solvers

Have each group work collectively - when Have each group work collectively - when one person gets stuck, another group one person gets stuck, another group member tries to find a further member tries to find a further improvement. Group stops when no improvement. Group stops when no one can find a better solution.one can find a better solution.

Toolbox ViewToolbox View

ABD

EZ

AHK FD

Alpha Group Diverse Group

ADE BCD

ABC

BCD

ACD

BCD

AEG

IL

Multidisciplinary ViewMultidisciplinary View

Econ

Soc

Math Hist

Alpha Group Diverse Group

Econ Econ

Econ

Econ

Econ

Econ

Polisci

Bio

ViewView

Five Jim Phelps vs. MI Task Force

DIVERSITY TRUMPS ABILITYDIVERSITY TRUMPS ABILITY

““Most of the time” the diverse Most of the time” the diverse group outperforms the group of group outperforms the group of the “most talented” individuals the “most talented” individuals by a substantial margin.by a substantial margin.

See Lu Hong and Scott Page, See Lu Hong and Scott Page, Proceedings of Proceedings of the National Academy of Sciences the National Academy of Sciences (2002)(2002)

Our World Grows Increasingly Our World Grows Increasingly ComplexComplex

Subprime Mortgage Subprime Mortgage SecuritizationSecuritization

II. Our Best Selves: II. Our Best Selves: Insights from Cognitive Insights from Cognitive

ScienceScience

• ““No one’s path in life is predetermined”No one’s path in life is predetermined”

• ““Each person has the potential to change Each person has the potential to change and to bring about change”and to bring about change”

• ““Liberate the genius and goodness of all Liberate the genius and goodness of all children”children”

• Ability to assume, and examine world from, Ability to assume, and examine world from, multiple perspectivesmultiple perspectives

• ““Dimensions of being: individuals, learners, Dimensions of being: individuals, learners, community members, citizens, leaders”community members, citizens, leaders”


Our Minds Work in Curious Our Minds Work in Curious WaysWays

The Kanizsa Triangle

SPINNING GIRL

http://i207.photobucket.com/albums/bb234/vurdlak8/2007b.gif

What colors are the following What colors are the following lines of text?lines of text?

1.1. Vqeb peow ytroVqeb peow ytro

2.2. Cvur zxyq brrmCvur zxyq brrm

3.3. Vhrn wwte zytnVhrn wwte zytn

4.4. Xoc jbni oew mneXoc jbni oew mne

5.5. Zre ytu vee mkpZre ytu vee mkp


1.1. RedRed2.2. BlueBlue3.3. BlackBlack4.4. GreenGreen5.5. BrownBrown

What colors are the following lines What colors are the following lines of text?of text?

1.1. Sky Sky

2.2. Grass Grass

3.3. DirtDirt

4.4. CoalCoal

5.5. Stop signStop sign


1.1. DirtDirt

2.2. SunshineSunshine

3.3. Sky Sky

4.4. GrassGrass

5.5. Stop signStop sign

What colors are the following lines What colors are the following lines of text?of text?

1.1. GreenGreen

2.2. BlueBlue

3.3. BrownBrown

4.4. RedRed

5.5. BlackBlack

Implicit Association TestImplicit Association Test

http://thesituationist.wordpress.com/2007/08/19/

What Would You Do?What Would You Do?

Implicit Racial Bias: Implicit Racial Bias: BehaviorsBehaviors

• Split-second police decisions about Split-second police decisions about when and what to shootwhen and what to shoot

• Sentencing decisions for defendants Sentencing decisions for defendants convicted of feloniesconvicted of felonies

• Comfort level and body language in Comfort level and body language in interracial interactionsinterracial interactions

• Use of stereotypes to interpret Use of stereotypes to interpret ambiguous behaviorambiguous behavior

Source: Dasgupta 2008Source: Dasgupta 2008

Racial Identity Racial Identity Social Social StatusStatus

Racial Classification by Interviewer and Current Status

84

86

88

90

92

94

96

98

Incarcerated Unemployed Impoverished

Perc

ent i

dent

ified

as

whi

te

No

Yes

Racial Identity Racial Identity Social Social StatusStatus

Racial Self-ID and Social Status

70

75

80

85

90

95

100

Incarcerated Unemployed Impoverished

Per

cent

iden

tifyi

ng a

s w

hite

No Yes

1.1. Increasing exposure to positive Increasing exposure to positive modelsmodels

2.2. Working together in a structured Working together in a structured environment to solve shared environment to solve shared problemsproblems

3.3. Teaching explicitly egalitarian Teaching explicitly egalitarian viewsviews

4.4. Practicing unbiased behaviorsPracticing unbiased behaviors

5.5. Learning to differentiate other-race Learning to differentiate other-race faces (facial recognition training)faces (facial recognition training)

Source: Dasgupta 2008Source: Dasgupta 2008

Reducing Reducing ImplicitImplicit BiasBias

III. Assembling a III. Assembling a

Multicultural Multicultural CommunityCommunity

• ““race, ethnicity, geographic origins, gender, race, ethnicity, geographic origins, gender, social class, religion, age, sexual orientation… social class, religion, age, sexual orientation… regional cultures, beliefs, ideas, and visions…” regional cultures, beliefs, ideas, and visions…”

• ““Every student in the State of Illinois… highly Every student in the State of Illinois… highly talented and interested in mathematics and talented and interested in mathematics and science, should have an opportunity to benefit science, should have an opportunity to benefit from IMSA’s programs and services”from IMSA’s programs and services”

• ““Historically underrepresented populations in Historically underrepresented populations in math, science, and technology” (elementary math, science, and technology” (elementary and middle school, high school students, and middle school, high school students, faculty and staff); gifted… talented…high faculty and staff); gifted… talented…high ability/high potentialability/high potential


Racial/Ethnic Composition of Statewide Public Schools and IMSA Students (2007)

0

10

20

30

40

50

60

White Black Latino Asian/PacificIslander

Multiracial

%

IL Public Schools

IMSA

Black and Latino Children are Greatly Overrepresented in the Poorest School

Districts

Black and Latino Students in Chicago Public High Schools Less often Use Computers at

Home (2005)

Mapping Black Male Mapping Black Male “Opportunity” in Metro Chicago“Opportunity” in Metro Chicago

Opportunity Indicators

• crime rates

• property values

• homeownership rates

• vacant properties

• adult poverty rates

• child poverty rates

• population change

Opportunity Indicators (cont)

• unemployment

• median household income

• public assistance

• reading and math scores

• % low income students

• high school graduation rates

• high school dropout rates

Young white males (0-14) are 7 Young white males (0-14) are 7 times more likely than young times more likely than young black males to live in high-black males to live in high-

opportunity areas opportunity areas Black and White Males, 0-14 years, by Opportunity Area

0

10

20

30

40

50

60

70

80

Black males White males

Per

cen

tag

e liv

ing

in a

rea

Low opportunity area

High opportunity area

IMSA Admissions CriteriaIMSA Admissions Criteria• Illinois students enrolled in the

equivalent of a 9th-grade program

• Demonstrated interest and talent in mathematics and science

• Grades

• Teacher evaluations

• SAT Reasoning test score

• Personal essays

• Leadership and co-curricular activities

SAT Math Scores Rise SAT Math Scores Rise Incrementally with Family Incrementally with Family

IncomeIncomeCollege-bound Seniors' Average SAT

Math Scores in 2007, by Annual Family Income

400

450

500

550

600

Less than$10k

$10k -$20k

$20k -$30k

$30k -$40k

$40k -$50k

$50k -$60k

$60k -$70k

$70k -$80k

$80k -$100k

More than$100k

Source: http://www.fairtest.org/fairtests-reaction-release-2007-sat-Source: http://www.fairtest.org/fairtests-reaction-release-2007-sat-scoresscores

Rethinking Admissions? Rethinking Admissions? Four Possible ConsiderationsFour Possible Considerations

1.1.Strivers Strivers

2.2.Beauty School or Military?Beauty School or Military?

3.3.Democratic Merit Democratic Merit

4.4.Expanding Opportunity for Expanding Opportunity for AllAll

IMSAIMSA BeliefsBeliefs• Everyone is a mystery with unknown and unknowable limits.Everyone is a mystery with unknown and unknowable limits. • All people have equal intrinsic worth. All people have equal intrinsic worth. • Personal success is internally defined. Personal success is internally defined. • A person’s potential is most fully actualized through physical, emotional, intellectual A person’s potential is most fully actualized through physical, emotional, intellectual

and spiritual harmony. and spiritual harmony. • No one’s path in life is predetermined.No one’s path in life is predetermined. • All people have choices and are responsible for their actions. All people have choices and are responsible for their actions. • Human progress depends on personal growth. Human progress depends on personal growth. • Everyone can lead. Everyone can lead. • Meaning is constructed by the learner. Meaning is constructed by the learner. • Learning never ends. Learning never ends. • The ability to discern and create connections is the essence of knowing. The ability to discern and create connections is the essence of knowing. • Belonging to a community requires commitment to the common good. Belonging to a community requires commitment to the common good. • Indifference diminishes individuals and communities. Indifference diminishes individuals and communities. • Trust and respect are vital for any relationship to thrive. Trust and respect are vital for any relationship to thrive. • Diversity in community inspires discovery and creativity. Diversity in community inspires discovery and creativity. • Diverse perspectives enrich understanding.Diverse perspectives enrich understanding. • We are all stewards of our planet. We are all stewards of our planet. • Great leaps forward require bold ideas and actions. Great leaps forward require bold ideas and actions. • Change is natural and necessary for greatness. Change is natural and necessary for greatness.

www.KirwanInstitute.orgwww.KirwanInstitute.org