Kristin Milton wants the conversation about “the leaky pipeline” to broaden, and include applied researchers and specialists who navigate gender discrimination in STEM. Her post focuses on the “many little cuts” that applied women in STEM face in their daily work. Her story shows that the conversation about gender inequality needs to be inclusive of women in STEM beyond academia, as there are many intersections in our experiences of “everyday sexism,” as well as some unique challenges that we should collectively support.
This guest post is by computational physicist Jonah Miller, who interviews his mother, Dr Arleen Miller, about her experiences getting a STEM degree in the 1970s. Her dissertation was focused on mathematical outcomes of girls and boys. She also shares experiences teaching mathematics in Sierra Leone.
January 6th is my mother’s birthday. As a present, I decided to showcase the first scientist I ever knew—one who I met before I was even born.
Arleen Garfinkle (one day to be Arleen Miller) entered graduate school at the University of Colorado in the fall of 1973 and graduated in 1979. During that time she developed a battery of tests designed to track a child’s numerical and logical reasoning skills, based on the theories of psychologist Jean Piaget.
Once she developed the test, she gave it (and several other tests) to over 200 pairs of twins aged four through eight and correlated their success rates to other factors, such as their gender and how much their parents emphasized success. One of her most significant findings was that a young child’s ability to learn math was highly dependent on genetics. Another was that gender had no effect on performance—i.e., girls and boys were equally good at math.
Despite being offered a prestigious position at Yale University, my mother left academia to pursue other interests. But to me, she’ll always be my favorite scientist. (more…)