Page 45 - UD Research Magazine Vol5-No1

first person
I realized that I was in a unique situation. To my knowledge, I am the only tenure-track faculty member in chemistry at a Carnegie-classified research university who went through college identifying as having a disability. I broke my neck when I was a freshman, but continued on to earn a B.S. in chemistry with honors from the University of Alaska and a Ph.D. in chemistry from the University of Wash- ington. I also received a National Science Foundation Postdoctoral Fellowship prior to my first faculty position in 1998.
Those of us who have a disability and have earned tenure in STEM are excep- tions. Surveys estimate that 7 percent of the population between 16 and 20 years old identifies as having a disability. The proportion increases to 13 percent of people between 18 and 44 years. Based solely on proportional representation, I would expect that every STEM depart- ment should have an assistant or associate professor with a disability or at least should have interviewed such a candidate. But that is far from the case.
Amazingly, there has been no im- provement in STEM doctoral degree attainment for people with disabilities since the passage of the Americans with Disabilities Act (ADA) in 1991. Less than 2 percent of STEM doctorates conferred in the United States are earned by students with disabilities.
While there is still a long way to go before proportional equity is realized, we have seen advances in degree attainment by women, blacks and Hispanics over
this same period. Women are now the majority of doctoral recipients in some STEM fields, and the percentage of STEM doctorates earned by black and Hispanic students has doubled from 1990 to 2010.
However, a vicious cycle has been observed for people with disabilities
in STEM—the lack of role models, under-employment and suppressed degree attainment lead to decreased participa- tion for people with disabilities, as well as reticence by mentors to encourage them into STEM.
Why was I successful while so many other people with disabilities become
under-employed or drop STEM altogeth- er? A significant component was luck. I found excellent mentors at all levels who saw what I could accomplish in research. I might not be efficient in the lab per- forming ‘bench chemistry,’ but I was good at data analysis, experimental design and problem-solving—skills that become more important with advanced degrees and leadership positions. Therefore, I was offered opportunities to hone these skill sets and encouraged to pursue a doctorate and become a professor.
Also, I acquired my disability later in life, so my career expectancies were set higher. Hence, it was easier for me to deny the socially assumed limitations of my capabilities. For example, after applying to one research university after graduate school, I was told by a faculty member that someone like me could never succeed as a professor.
With these experiences in mind and with funding from the National Science Foundation, a UD colleague, Prof. Sharon Rozovsky, and I started a Research Experi- ences for Undergraduates (REU) program in chemistry for students with disabilities. This unique program offers research, men- toring and community-building opportu- nities to outstanding scholars who happen to have a recognized disability that impacts one or more aspects of their lives.
The core of the program is an eight- week residency laboratory experience, culminating with a presentation at UD’s Undergraduate Research Symposium.
During the two-month program, we dis- cuss the intersection between disability and career. Topics include navigating graduate school, research expectancies, strategies
for disclosure of disabilities and requesting accommodations, and countermeasures for overcoming the biases that can sidetrack plans to become a scientist or engineer.
There is still much to do in promoting the inclusion of people with disabilities
in all levels of STEM. I am particularly interested in the transition between
high school and college. This transition confronts students with their first need to anticipate, locate and negotiate accommo- dations on their own.
I also see significant holes in psycho- logical and sociological literature propos- ing effective interventions that promote improved participation and performance of people with disabilities in STEM. Factors influencing the persistence and performance of ethnic minorities and women in STEM have been extensively studied. Yet, very few comparable studies have focused on students with disabilities.
Currently, success is measured in cardinal numbers, as efforts like our REU program affect one student at a time through individual mentoring. However, I have faith that, in time, students with dis- abilities will be recognized for their unique abilities, not for their assumed limitations. And then I will be able to stop wondering why there are so few people with disabili- ties at national conferences.
Karl Booksh teaches chemistry to 55 fresh- men during the spring 2015 semester.
EVAN KRAPE
www.udel.edu/researchmagazine |43