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Female students exposed briefly to charismatic career women are inspired to pursue male-dominated field

Easy, inexpensive experiment briefly sent inspiring female role models into intro to econ classes and sharply increased college female interest in the male-dominated, well-paying field of economics.

A low-budget field experiment to tackle the lack of women in the male-dominated field of economics has been surprisingly effective, says the study’s author, an economist at Southern Methodist University, Dallas.

Top female college students were inspired to pursue a major in economics when exposed very briefly to charismatic, successful women in the field, according to SMU economist Danila Serra.

The results suggest that exposing young women to an inspiring female role model succeeds due to the mix of both information and pure inspiration, Serra said.

“The specific women who came and talked to the students were key to the success of the intervention,” she said. “It was a factor of how charismatic and enthusiastic they were about their careers and of how interesting their jobs looked to young women.”

Given the simplicity and low-cost of the intervention, similar experiments could be easily conducted in other male-dominated or female-dominated fields of study to enhance gender diversity.

Serra’s results showed that among female students exposed to the enthusiastic mentors there was a 12-percentage point increase in the percentage of female students enrolling in the upper-level Intermediate Microeconomics course the following year — a 100% increase, or doubling, for that demographic.

Not surprisingly, given that the intervention was targeted to female students, Serra found that the role model visits had no impact on male students.

But astonishingly it had the greatest impact on high-achieving female students.

“If we restrict the analysis to the top female students, the students with a GPA of 3.7 or higher, the impact is remarkable — it is a 26 percentage points increase,” Serra said. “So this intervention was especially impactful on the top female students who perhaps were not thinking about majoring in economics.”

The results were very surprising to Serra, an assistant professor in the SMU Department of Economics in Dedman College who teaches the upper-level class Behavioral and Experimental Economics. Serra’s research relies on laboratory and field experiments, a relatively new methodology in the field of economics. She launched and is co-leader of the Laboratory for Research in Experimental Economics at SMU.

“I didn’t think such limited exposure would have such a large impact,” Serra said. “So this is telling me that one of the reasons we see so few women in certain fields is that these fields have been male-dominated for so long. This implies that it is very difficult for a young woman to come into contact with a woman in the field who has an interesting job in the eyes of young women and is enthusiastic about her major and her work. Young men, on the other hand, have these interactions all the time because there are so many male economics majors out there.”

Co-author on the research is Catherine Porter, associate professor of economics at Heriot-Watt University, Edinburgh, Scotland, and Serra’s former Ph.D. classmate at the University of Oxford.

“The gender imbalance in economics has been in the news a lot lately, and much of the discussion has been very negative,” said Porter. “This study offers something positive: a cheap way of improving the gender balance. The results can hopefully be used by other schools in order to redress the low numbers of women that major in economics – women have a lot to offer and should consider economics as a subject that is interesting and varied for a career.”

Serra reported the findings, “Gender differences in the choice of major: The importance of female role models,” on Jan. 6 in Philadelphia at the 2018 annual meeting of the Allied Social Sciences Association. Hers is one of many findings on gender and gender differences in economics presented at a session organized by the Committee for the Status of Women in the Economics Profession.

Inspiring the individual is the best tool to recruit and retain
Serra launched the study after SMU was one of 20 U.S. universities randomly chosen by Harvard economics professor Claudia Goldin for the Undergraduate Women in Economics Challenge. The project awarded each university a $12,500 grant to develop a program freely chosen by the universities to test the effectiveness of a deliberate intervention strategy to recruit and retain female majors.

Nationally, there’s only about one woman for every three men majoring in economics. SMU has a large number of economics majors for a school of its size, with 160 a year. The gender imbalance, however, is greater at SMU than the national average, with only one woman to every four men.

Serra developed her intervention based on her own experience as a Ph.D. student at the University of Oxford several years ago.

“I started thinking about role models from my personal experience,” Serra said. “As a student, I had met many female professors in the past, but my own experience taught me that inspiration is not about meeting any female professor — it’s about meeting that one person that has a huge charisma and who is highly inspiring and speaks to you specifically.”

Serra said that’s what she experienced as a graduate researcher when she first met Professor Abigail Barr, who later became her Ph.D. advisor.

“I know for a fact that that is why I decided to do a Ph.D. in economics, because I was greatly inspired by this person, her experiences and her research,” she said. “So I thought it would be interesting to see whether the same could work for a general student population.”

Two inspiring women role models, 15 minutes, four classrooms
Serra asked two of her department’s top undergraduate female economics students to take the lead in choosing the role models.

The students, Tracy Nelson and Emily Towler, sorted through rosters of SMU economics alums and shortlisted 18 men and women that they thought were working in interesting fields – which purposely excluded stereotypical jobs in banking and finance – and then carried out scripted interviews with a subset of who agreed to be interviewed via Skype to get additional information about their career path and to assess their charisma.

The students ultimately found two alumnae, Julie Lutz and Courtney Thompson, to be the most inspiring. Lutz, a 2008 graduate, started her career in management consulting but, shortly after, decided to completely change her career path by going to work for an international NGO in Nicaragua, and then as a director of operations at a toy company based in Honduras. Lutz now works in Operations at a fast-growing candy retail company. Courtney Thompson, class of 1991, has had a stellar career in marketing, becoming the senior director of North American Marketing and Information Technology at a large international communications company, with the unique claim of being not only a female econ major at a time when that was exceedingly rare, but also African American in a white dominated field.

Serra invited each woman to speak during the Spring 2016 semester for 10 to 15 minutes to four Principals of Economics classes that she had randomly selected from a set of 10. The Principles classes are very popular, with about 700 students total from a variety of desired majors, and are typically gender balanced. The imbalance, said Serra, starts the following year with Intermediate Microeconomics, which is a requirement for upper-level economics courses and so is a good indicator of a desire to major in economics.

Serra offered each role model an honorarium for speaking, but each woman declined and indicated they were happy to be back on campus sharing with students. Serra told the speakers nothing of the purpose of the research project, but encouraged each one to explain to the class why they majored in economics and to be very engaging. She directed them to approach the students with the following question in mind: “If you had to convince a student to major in economics, what would you say?”

Thompson, Serra said, during her college days played SMU’s costumed Peruna mascot, and today retains a “bubbly, big personality, that makes her extremely engaging.” In her classroom visits, Thompson described her experience working and being extremely successful in marketing with an economics degree, while being surrounded by business majors. Lutz, being still in her 20s, was very easy for the young women in the classrooms to identify with, and her experience working in the non-profit and in developing countries may have been especially appealing to them.

Young women judge best who will inspire them
Serra believes that a key to the success of the intervention was the fact her two female economics students actively participated in the selection of the role models.

“The most important thing about the project was that I realized I needed current female students to choose the role models,” Serra said. “I’m not that young anymore, so I’m probably not the best person to recognize what is inspiring to young women. I think young female students are in the best position to tell us what is most inspiring to them.”

In November the directors and officers of the International Foundation for Research in Experimental Economics honored Serra as the inaugural recipient of the $50,000 Vernon L. Smith Ascending Scholar Prize. The Smith Prize is described by the foundation as a “budding genius” award.

For her highly cited corruption research, Serra uses lab experiments to study bribery, governance and accountability, questioning long-standing assumptions. Some of her findings are that corruption declines as perpetrators take into account social costs of their illegal activities, and as victims share information about specific bribery exchanges through online reporting. Serra’s current research agenda also includes experimental work on gender differences in preferences, behaviors and outcomes. — Margaret Allen, SMU

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Daily Planet: Star Wars come to life in SMU chemist’s invention

Long ago, sort of, scenes from Star Wars triggered a child’s imagination, so that today it’s informed one of his research goals as a chemist.

Discover Canada’s science magazine show Daily Planet reported on the research of SMU organic chemist Alex Lippert, an assistant professor in the Department of Chemistry in SMU’s Dedman College of Humanities and Sciences.

Lippert’s team develops synthetic organic compounds that glow in reaction to certain conditions. He led his lab in developing a new technology that uses photoswitch molecules to craft 3-D light structures — not holograms — that are viewable from 360 degrees. An economical method for shaping light into an infinite number of volumetric objects, the technology will be useful in a variety of fields, from biomedical imaging, education and engineering, to TV, movies, video games and more.

For biomedical imaging, Lippert says the nearest-term application of the technique might be in high-volume pre-clinical animal imaging, but eventually the technique could be applied to provide low-cost internal imaging in the developing world, or less costly imaging in the developed world.

The Daily Planet segment aired Dec. 12, 2017.

Lippert’s lab includes four doctoral students and five undergraduates who assist in his research. He recently received a prestigious National Science Foundation Career Award, expected to total $611,000 over five years, to fund his research into alternative internal imaging techniques.

NSF Career Awards are given to tenure-track faculty members who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research in American colleges and universities.

Lippert joined SMU in 2012. He was previously a postdoctoral researcher at the University of California, Berkeley, and earned his Ph.D. at the University of Pennsylvania, and Bachelor of Science at the California Institute of Technology.

Watch the full Dec. 12 show.

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Student-led protests seeking inclusive campuses are more likely to occur at selective universities

A new study found that racial or gender diversity alone doesn’t make a college campus feel inclusive. Students are more likely to initiate social justice campaigns at large, selective, public universities.

Some universities are more likely than others to experience student activism like the “I, Too, Am Harvard” campaign in 2014, a new study finds.

That student-led campaign at Harvard publicized the hurtful experiences routinely faced on campus by students from marginalized populations, meaning gender and ethnic minorities.

A new study led by a researcher from Southern Methodist University, Dallas, found that students are more likely to initiate social justice campaigns like the one at Harvard at large, selective, public universities where there are fewer students receiving financial aid.

The study is one of the first to take an empirical look at the institutional characteristics of universities in an effort to understand the current spike in student-led activism.

“Interestingly, our quantitative analysis found that numerical student diversity — in terms of gender and race — was not sufficient to make students feel they attend school on an inclusive campus,” said Dominique Baker, lead author on the research and assistant professor of higher education at SMU’s Simmons School of Education and Human Development.

“Our study found that more selective institutions, larger institutions, and institutions with fewer students receiving the Federal Pell Grant had greater odds of students adopting social justice campaigns to heighten awareness of their plight,” Baker said.

The federal government awards Pell grants to undergraduate students who need financial assistance for college.

Eradicating student protests isn’t the goal of the new research study, Baker said. Universities are seeing one of the largest jumps in student activism since the 1960s, so the goal is to provide data-based empirical research to help universities improve the campus environment for minority students.

“We are more concerned with what leads to protest and collective action — and which environments are conducive to it,” Baker said. “This research project helps us understand the kinds of contexts in which students may feel compelled and able to act. That may help us think about the ways in which we can best support our students and create more inclusive spaces.”

Co-author of the study is Richard Blissett, an assistant professor in Seton Hall University’s department of education. The researchers reported their findings in The Journal of Higher Education in the article “Beyond the Incident: Institutional Predictors of Student Collective Action.”

Students across the country are fighting for inclusion and justice
The issue is a growing one. Recently, more than 70 U.S. universities have faced questions about how to address student protest demands regarding a variety of social injustices, such as police brutality, racism, and gender disparity, among others, the authors say.

At least 40 U.S. universities have had some sort of “I, Too, Am” campaign.

Studies from decades past that looked at student activism found that social movements and student protests during the 1960s and 1970s took place at more cosmopolitan and prestigious universities on both coasts, as well as some major public universities in between and some progressive liberal arts colleges.

With their new study, Baker and Blissett wanted to see if that holds true now. They looked at whether certain types of U.S. institutions were more likely to see student activism than others.

Numerical diversity is not enough for students to feel a campus is inclusive
The “I, Too, Am Harvard” movement began as a student play and evolved into a photo campaign. For the play and photos, 63 Harvard students held up dry-erase boards on which they wrote examples of racist things that had been said to them, as well as things they would like to say to their peers in response. The photos were published on Tumblr, then went viral on the social news website BuzzFeed. Ultimately that sparked many similarly named movements on other U.S. campuses.

For their study, Baker and Blissett analyzed 1,845 institutions, including those with publicized “I, Too, Am” campaigns. They linked the information with five-years of institution-level data from the U.S. Department of Education on all four-year public and not-for-profit universities.

The researchers also collected various measures of student diversity at each university, including gender and undergraduate racial identity, as well as Pell Grant recipients to capture low-income backgrounds.

They investigated whether the current state of diversity, or recent changes to it, could predict where an “I, Too, Am” campaign would appear. They found no consistent evidence that racial diversity was predictive of a campaign, suggesting diversity alone may not be enough to address student dissatisfaction, the authors said.

“Colleges focusing solely on the number of marginalized students may miss other characteristics of the institutions that could be associated with student mobilization or discontent,” Baker said.

Institutions without campaigns may also have inclusion issues
The researchers found that the 40 institutions with social movements were generally more selective in their admission policies, more socially prestigious, and primarily in the Mideast.

This prompted the researchers to pose the question, “What social resources are required for people to be able to protest in the first place?” Baker said. “This could explain why some institutions have campaigns and some do not. We are continuing in our work to investigate some of these types of questions.”

The results have important implications, said co-author Blissett, suggesting that student expressions of dissatisfaction with institutional racism may not be, as some theories describe, “idiosyncratic overflows of emotion,” but instead a function of the institutional environment.

“We are adding to a growing base of literature that suggests that thinking beyond diversity as reflected in enrollment numbers may be important for institutions that want to ensure that their minority students can thrive, and feel safe and at home on campus,” he said.

That said, just because an institution hasn’t had a student-led campaign does not necessarily mean that the institution doesn’t have social justice problems related to gender and race.

The research findings can help campus leadership see student protests as a key source of political information. The findings suggest that the higher education community can seek ways to create supportive spaces that make campuses feel more inclusive so students are less likely to feel compelled to protest the environment, Baker said.

“We’re not saying that the presence of racial and ethnic minorities or women is not important,” she said. “Our main conclusion from this research is that a focus on forms of diversity and inclusion beyond only enrollment numbers may also be important. Institutions may want to think more holistically about the challenges that these students are facing on their campuses.” — Margaret Allen

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GAINcast Episode 89: How Speed Happens (with Peter Weyand)

“People recognize the power of science, in terms of testing and numbers. But unless you’re involved in it it’s hard to appreciate the creativity that is also part of the process.” — Peter Weyand

The founder of modern sports performance training, Vern Gambetta, interviewed SMU locomotion researcher Peter Weyand about human speed and performance for his GAINcast show.

The GAINcast name is an acronym for the internationally recognized Gambetta’s self-made sports performance education, outreach and training efforts, Gambetta Athletic Improvement Network.

Gambetta’s 60-minute interview with Weyand posted Nov. 2, 2017, “Gaincast Episode 89: How Speed Happens (with Peter Weyand).”

In it, Weyand touches on the experiences early in his career as a high school and college athlete playing basketball and running track that sparked his pursuit of a research and academic career in sports science and human performance.

As a high school coach, Weyand’s early interest intensified, leading him to pursue advanced degrees and a scientific career exploring the mechanics of human locomotion and speed, including at the University of Georgia and then at Harvard’s Concord Field Station.

During that time, Weyand worked with early pioneers in the biomechanics and human performance field, including renowned researcher Dick Taylor. At the field station in particular, Weyand credits Taylor with mentoring young researchers in aggressively and fearlessly digging into basic science questions surrounding mammalian locomotion.

“It was wide open, anything goes. It wasn’t these reductionist questions …. It was anything under the sun you could cook up. And there was an insistence on good scientific questions, and a real integrative perspective on all of it. Those were my formative scientific experiences. People recognize the power of science, in terms of testing and numbers. But unless you’re involved in it it’s hard to appreciate the creativity that is also part of the process. There’s an art of doing science and Dick was a master of that. And everybody that came through that field station under his training, which is really a who’s who in our field in many respects, learned that art from him.”

Weyand is an expert on human locomotion and the mechanics of running. Research from his SMU Locomotor Performance Laboratory in SMU’s Annette Caldwell Simmons School of Education and Human Development has produced ground-breaking scientific findings about the science of human speed.

The lab focuses on the mechanical basis of human performance and includes physicist and engineer Laurence Ryan, an expert in force and motion analysis.

The Weyand lab’s most recent research found that the world’s fastest sprinter, Usain Bolt, has an asymmetrical running gait, contrary to the common notions about coaching and training for speed. Bolt’s asymmetry was discovered using the lab’s two-mass model tool, which the researchers have described in the Journal of Experimental Biology, “A general relationship links gait mechanics and running ground reaction forces.” The model can assess the crucial early portion of foot-ground contact — the impact-phase force and time relationships — from motion data only.

Weyand is Glenn Simmons Professor of Applied Physiology and professor of biomechanics in the Department of Applied Physiology & Wellness.

Listen to the podcast.

EXCERPT:

By Martin Bingisser
GAINcast

There are some basic questions out there that are difficult to answer, such as what limits human running speed. As technology advances, scientists can better study and start to answer this and other simple questions like what makes one athlete faster than another.

Dr. Peter Weyand has spent decades researching locomotion on both animals and humans. His work with elite sprinters has brought some interesting conclusions and is driving the field forward. On this episode of the GAINcast he joins us to discuss his research and its practical implications.

Listen to the podcast.

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The CW33: Dark Matter Day rocks SMU’s campus

The CW33 TV visited SMU on Halloween to get a glimpse of International Dark Matter Day in action on the SMU campus.

The CW33 TV stopped at the SMU campus during the early morning hours of Halloween to interview SMU physics professor Jodi Cooley about the capers afoot in celebration of International Dark Matter Day.

The SMU Department of Physics in Dedman College of Humanities and Sciences hosted the Oct. 31, 2017 Dark Matter Day celebration for students, faculty, staff and Dallas-area residents.

As part of the festivities, there were speaking events by scientists in the field of dark matter, including dark matter expert Cooley, to explain the elusive particles that scientists refer to as dark matter.

Then throughout Halloween day, the public was invited to test their skills at finding dark matter — in this case, a series of 26 rocks bearing educational messages related to dark matter, which the Society of Physics Students had painted and hidden around the campus. Lucky finders traded them for prizes from the Physics Department.

“In the spirit of science being a pursuit open to all, we are excited to welcome all members of the SMU family to become dark matter hunters for a day,” said Cooley, whose research is focused on the scientific challenge of detecting dark matter. “Explore your campus in the search for dark matter rocks, just as physicists are exploring the cosmos in the hunt for the nature of dark matter itself.”

Watch the full news segment.

EXCERPT:

By Shardae Neal
The CW33
On Halloween (excuse us) “International Dark Matter Day,” SMU students hosted a public witch hunt to search for the unknown: dark matter.

“What we’re doing is hiding 26 rocks that we have with the help of our society of physic students,” explained SMU Physicist Jodi Cooley.

What exactly is dark matter?

“Think about all the stuff there is in the universe,” Cooley added. “What we can account for makes up only four to five percent of the universe. The rest of it is unknown. Turns out 26% of that unknown stuff is dark matter.”

Watch the full news segment.