Increasing diversity in science and higher education

American Association for the Advancement of Science
Contact: Ginger Pinholster gpinhols@aaas.org 202-326-6421 (office)
571-382-0537 (cell)
American Association for the Advancement of Science
Apr-2010

New first-of-its-kind handbook offers legal resources; April 28 teleconference to feature former US Secretary of Education Richard W. Riley

How can U.S. universities draw more women and underrepresented minorities into science fields to boost economic and security goals—while minimizing any unreasonable legal risks?
U.S. Supreme Court rulings in 2003 limited the role of race in university admissions. Those rulings didn't address faculty recruitment, though, and some state laws prohibit any consideration of race in admissions or hiring.
Now, a first-of-its-kind handbook from the American Association for the Advancement of Science (AAAS) and the Association of American Universities (AAU) offers in-depth, cross-referenced legal resources to help promote effective diversity programs for science faculty and students.
Set for release during a teleconference at 1:30 p.m. ET Wednesday, 28 April, the handbook outlines legally sustainable ways to expand diversity on campuses, particularly within science, technology, engineering, and mathematics fields.
Former U.S. Secretary of Education Richard W. Riley is expected to offer brief opening remarks during the teleconference.
Other speakers will include representatives of AAAS, EducationCounsel LLC, Fulbright & Jaworski LLP, and the University of Florida. Universities planners as well as reporters are invited to dial (800) 374-0748 (from the United States or Canada), or (706) 634-9041 (from other locations worldwide). The leader's name will be Daryl Chubin. The passcode will be "diversity." Those interested in dialing into the call are asked to RSVP in advance to Ginger Pinholster, gpinhols@aaas.org.
For example, universities can legally promote diversity in science fields by applying strategies such as:
providing a welcoming, inclusive environment, including appropriate mentoring and other forms of support for minority and women students;
evaluating race- and gender-neutral criteria such as a track record of inclusive conduct and multi-cultural skills;
taking into account whether a candidate emerged from a low socio-economic background, or was the first in a family to pursue a four-year college degree;
the holistic review of each candidate's merit and prospects for success, including quantitative measures such as test scores and grades as well as qualitative essays, recommendations, and interviews; and
ensuring that all criteria are relevant to the institution and the academic unit's mission and goals, and that the same criteria are applied to each candidate.

Full Press Release: http://www.eurekalert.org/pub_releases/2010-04/aaft-idi042310.php