AAS Committee on the Status of Women
Weekly issue of February 18, 2005
eds. Patricia Knezek, Jim Ulvestad, & Lisa Frattare
This week's issues:

1. Pasadena Recommendations  
   i. Correction 
   ii. Varied Career Paths

2. Fascinating commentary on National Public Radio Feb. 14

3. Transcript of Harvard President Larry Summers' remarks available

4. Three University Chiefs Chide Summers on Remarks

5. National Council for Research on Women Issues 2 Action Calls

6. Speaker's Guide

7. Radio series on women in science

8. The Culture of the Cavendish


9. Instructional Support Specialist, SUNY Buffalo

10. How to submit, subscribe, or unsubscribe to AASWOMEN

1. Pasadena Recommendations  
   i. Correction 
   ii. Varied Career Paths
From: Committee on the Status of Women in Astronomy

i. Correction

It was brought to the CSWA's attention on January 21, 2005 by Ivan King 
(astro.washington.edu>) that we had not quite gotten the history of
the CSWA correct in the "Context" section of the Pasadena Recommendations.
He passed along an account written by Sue Simkin.  We have now incorporated
the historical account into the first paragraph of the "Context" section to
more accurately reflect the sequence of events.  The new first paragraph is
provided below, and we have updated the version on our website, see:
http://www.aas.org/~cswa/ .  We would very much like to thank Ivan King for
bringing this to our attention, and urge everyone to download the corrected

Context (first paragraph only)

In 1972, the AAS established a working group on the status of women in
astronomy, and followed in 1978 with the formation of an ad hoc committee on
the status of women.  The principle recommendation of the latter group was 
the appointment of a standing Committee on the Status of Women.  This 
Committee on the Status of Women was established in June 1979, to monitor 
the status of women in the field of astronomy and to recommend changes to 
improve it.  In 1992, a seminal meeting on Women in Astronomy was held in 
Baltimore, Maryland.  This conference led to the Baltimore Charter for Women 
in Astronomy, which offered a rationale for and steps toward gender equity 
in astronomy. The Baltimore Charter was based on input from the astronomical 
community, and the American Astronomical Society endorsed its goals in 
January 1994. In the ensuing decade many institutions recognized that there 
are impediments to the success of women in science and have developed 
strategies to increase diversity. The Committee is encouraged by the progress 
that has been made but recognizes that major inequalities still exist. 
Consequently, a second meeting on Women in Astronomy was held in Pasadena, 
California, in June 2003.  Participants assessed the progress for women in 
science, offered insights into causes of the slower advancement of women, and 
discussed strategies to accelerate the achievement of equality.  

ii. Varied Career Paths

As stated in previous issues of AASWOMEN, we will be using this space to
provide the text of the Pasadena Recommendations on Equity in Astronomy,
endorsed by the AAS Council on January 9, 2005. In this edition, we give
the recommendations on varied career paths.

C. Varied Career Paths

Many, if not most, professional astronomers in the U.S. are employed in
positions other than tenure-track positions at major research universities.
Examples are employment at national or private observatories, NASA centers 
and contractors, science data centers, colleges that do not grant Ph.D.s,
planetaria, industry, or in various roles in science or university 
management.  The paths to these roles typically are not well understood, nor 
are the opportunities available to develop skills that are useful in these 
various types of positions. 


1. Academic departments should encourage outside training in non-research
fields, such as program/project management or science policy, in order to
prepare their students for the possibility of future careers in managing a
variety of scientific endeavors. This may include, for example, courses
outside the academic department or department seminars given by people in
various related careers. 

2. Educational institutions that are co-located with related industrial
employers, research institutions, or observatories should establish 
specific programs that enable students to "cross-train" between the 
university and the other organizations. Likewise, informal and formal 
science discussions, mentoring groups, seminars and colloquia, etc. at 
these professional institutions should have an open door policy and 
encourage student participation.

3. Mentoring programs such as that recommended in the section on "Career
Advancement and Recognition" should include discussions and explorations of
options outside the traditional faculty progression; astronomy departments
should work with their university's career development centers, and with 
their own graduates, to provide information about these options to their
undergraduate and graduate students. 

2. Fascinating commentary on National Public Radio Feb. 14
From: Douglas Duncan dduncancolorado.edu

[This commentary, along with a number of others dealing with the same
topic, can be found by searching on the name "Daniel Ferri" on the NPR
website, www.npr.org . - Eds.]

February 14, on the NPR program “All Things Considered,” Chicago teacher 
Daniel Ferri gave a commentary, “A Teacher's Efforts to Create Gender 
Parity in Class.” It was a fascinating story about what happened when a 
newspaper came to interview, “two boys and two girls about science.”  As 
a thoughtful teacher, he prepared well… and failed.  The issues he talks 
about in his 8th grade class certainly show up among college students, and 
especially if you teach I recommend you listen to his experience.

Mr. Ferri does commentary at the same station I did: WBEZ, Chicago. You can
hear the recording by going to www.npr.org.  Click on “All things 
considered” (left column) which brings you to the ATC page, then click 
“previous shows” (upper right) to get to Feb. 14.  I expect to get a copy 
from Mr. Ferri as well as his permission to use it in workshops.

Doug Duncan

3. Transcript of Harvard President Larry Summers' remarks available

[A number of people provided us with the links to the remarks made by 
Harvard President Larry Summers at the NBER Conference on Diversifying the
Science & Engineering Workforce, as well as his opening remarks to the 
Harvard Faculty of Arts and Sciences a month later.  - Eds]

Remarks at NBER Conference on Diversifying the Science & Engineering Workforce

Opening Remarks of President Summers at the February 15 FAS Faculty Meeting

>And from WIPHYS of February 18, 2005:

See also article in NYTimes of February 18, 2005, "Furor Lingers as Harvard 
Chief Gives Details of Talk on Women"

(NOTE: The Women in Science and Engineering Leadership Institute at the Univ.
of Wisconsin-Madison continues to maintain an excellent list of articles on 
this subject.  http://wiseli.engr.wisc.edu/news/Summers.htm )

4. Three University Chiefs Chide Summers on Remarks
>From WIPHYS of February 14, 2005

"In a highly unusual move, the presidents of the Massachusetts Institute of 
Technology, Princeton University, and Stanford University have written an 
essay critical of remarks last month by Harvard President Lawrence H. 
Summers that biological differences may help explain why fewer women than 
men succeed at the top ranks of science and engineering." 

From the Boston Globe, February 12, 2005:

5. National Council for Research on Women Issues 2 Action Calls
>From WIPHYS of February 11, 2005

[Note the deadline of February 22, 2005 for the second call to action - Eds.]

Linda Basch (lbaschncrw.org), President of the National Council for 
Research on Women (www.ncrw.org), shares these two calls to action:

1. Harvard President Delivers Egregious Remarks on Women in Math and 
Science.  In response to President Lawrence Summers' suggestion that women 
are innately less qualified than men to succeed in math and science careers, 
NCRW has broadcast some of the important findings of our report, Balancing 
the Equation: Where Are the Women and Girls in Science, Engineering, and 
Technology? in the January 24 San Francisco Chronicle. The report, which 
draws from the work of 46 Member Centers, demonstrates conclusively the
external barriers to women's success in these arenas. It calls for systemic 
change and a long-term commitment to advancing women in the sciences and 
technology, beginning in kindergarten and continuing throughout women's 
careers. Co-signed by Board Chair Jan Holmgren and Linda Basch, NCRW's 
op-ed is available online at 

Add your voice! Write a letter to President Summers:.
President Lawrence Summers
Harvard University
Massachusetts Hall
Cambridge, MA 02138

Send NCRW a copy at ncrwncrw.org and we will post it on the
Research-For-Action Clearinghouse.

2. Bureau of Labor Statistics Announces Plans to Stop Collecting Data on 
Women. The Bureau of Labor Statistics has recently announced that it plans 
to stop collecting data on female employees from 300,000 companies. 
Economists consider this survey, the Current Employment Statistics (CES) 
program, the most reliable source for monitoring changes in month-to-month 
employment. The survey tracks employment figures, hours and earnings by 
gender and identifies the number of jobs gained and lost for women and men.
As a result, this data reveal critical information about women in the
workplace, on how economic recessions or recoveries affect women and men 

Last year the BLS quietly tried to implement this change, ending the 
collection of information about women in the CES survey. But when their 
efforts were made public, advocates and researchers joined in an outcry. The 
Bureau has since backtracked and delayed the change, giving Congress a 
60-day comment period. More than 50 Congressional Representatives from both 
sides of the aisle have mobilized to protest.

Let's join together to urge the BLS to continue to provide reliable, gender 
disaggregated data on workers. As the Institute for Women's Policy 
Research's Heidi Hartmann has noted, we need this data not only to track the 
progress and impediments to women workers, but to inform sound public policy. 
To learn more about this issue, read IWPR's statement
(http://www.iwpr.org/IWPRStatementonBLS.pdf), and our own MisInformation 
Clearinghouse blog (http://www.ncrw.org/misinfo/misinfo_15.htm).

Add your voice! The BLS is currently accepting public comments on its Plan 
until February 22. We encourage you to visit the BLS website at 
http://www.bls.gov/ or contact your representative (call toll free at 
1-800-839-5276 and ask for your member of congress), and demand that this 
important information remain available. You can also send your comments 
directly to the BLS at the following address:

Amy Hobby, BLS Clearance Officer, Div of Management Systems
Bureau of Labor Statistics, RM 2080
2 Massachusetts Avenue NE
Washington, DC 20212
Telephone: 202-691-7628

6. Speaker's Guide
>From WIPHYS of February 11, 2005

See "The Woman Physicist's Guide to Speaking", by Heidi Newberg, 
Physics Today, February 2005, p. 54
http://www.aip.org/pt/ (requires subscription)

Leonard Finegold

7. Radio series on women in science
>From WIPHYS of February 17, 2005

WAMC has produced two radio series the issue of gender equity in science, 
technology, engineering and mathematics, HER-STORY: Women Pioneers in 
Science, Technology, Engineering and Mathematics-THEN and NOW. You can link 
to this radio series and informative website www.womeninscience.org . Funded 
by the NSF, these radio series are now airing nationally on 51% and The Best 
of Our Knowledge and are available for listening on-line at

-HER-STORY: THEN features 26 two-minute modules narrated by actress Kate 
Mulgrew (internationally known for her role as Captain Kathryn Janeway in the 
popular television series, Star Trek Voyager) that trace the lives of women 
scientists and engineers from ancient Egypt, to modern day Troy, New York. 
These women, despite the significant social barriers against them, overcame 
the odds and made remarkable achievements in science and technology.

-HER-STORY: NOW features 13 full-length stories about award-winning programs 
and projects working to encourage and assist young women today in pursuing 
education and careers in science and technology. Highlights include, Sistahs 
In Science, a Mt. Holyoke College program offering peer mentoring and 
workshops to increase academic and career success; MentorNet, the national
electronic network for female students in engineering and science, linking 
students with industry and research professionals; and more.

Both radio series can be heard on-line at the Women In Science, Technology, 
Engineering and Mathematics ON THE AIR! website at www.womeninscience.org. 
For more information about this radio series and the Women In Science, 
Technology, Engineering & Mathematics ON THE AIR! website, please contact 
Deborah Wertheim/WAMC's Women In Science info line at 518-465-5233, x169 or 

8. The Culture of the Cavendish
>From WIPHYS of February 18, 2005

Have a look of this interesting bit:

"The culture of the Cavendish was strongly paternalistic.  Rutherford took 
fatherly care of his students and imposed strict limits on their hours of 
work. Every evening at six o'clock the laboratory was closed and all work 
had to stop. Four times every year, the laboratory was closed for two weeks 
of vacation.  Rutherford believed that scientists were more creative if 
they spent evenings relaxing with their families and enjoyed frequent 
holidays.  He was probably right. Working under his rules, an astonishingly
high proportion of his students, including Cockcroft and Walton, won Nobel 

It is from http://www.nybooks.com/articles/17752 . The New York Review of 
Books, Volume 52, Number 3, February 24, 2005, "Seeing the Unseen", by 
Freeman J. Dyson. He reviewed "The Fly in the Cathedral: How a Group of 
Cambridge Scientists Won the International Race to Split the Atom", by Brian 
Cathcart, and "A Sense of the Mysterious: Science and the Human Spirit", by 
Alan Lightman.

(Thanks to Anneli Aitta a.aittadamtp.cam.ac.uk for this item!)

9. Instructional Support Specialist, SUNY Buffalo
>From WIPHYS of February 15, 2005

The Department of Physics has an opening for an instructional laboratory 
support staff position. This is a full time (twelve month) professional 
staff position starting August 1, 2005. The position entails responsibilities 
for supervising Graduate Teaching Assistants in the introductory 
undergraduate laboratory courses, and for developing new experiments. The 
position will also involve assisting faculty in the instruction of upper 
level undergraduate and graduate laboratories, as well as in the development 
of new experiments. Minimum qualifications include a Masters degree in
physics, and at least three years experience in teaching and/or managing 
physics laboratories. The candidate will be expected to have familiarity with 
Microsoft Office Suite software. Applicants should have good supervisory and 
communication skills. Salary is competitive and will depend on experience. 
Send letter of interest and resume to Professor A. Petrou, Chair, 
Instructional Support Search Committee, by the deadline of April 1, 2005. 
Candidates are encouraged to submit applications by email to 
ISS-searchphysics.buffalo.edu (PDF format is preferred). Mail applications 
to: Department of Physics, University at Buffalo, The State University of 
New York, Buffalo, NY 14260-1500.  Applications received by the deadline date 
will be given full consideration. Applications will continue to be reviewed 
until the position is filled.

The University at Buffalo is an Equal Opportunity/Affirmative Action 
Employer/Recruiter. We especially welcome applications from qualified members 
of protected groups.

10. How to submit, subscribe, or unsubscribe to AASWOMEN

To submit to AASWOMEN:
   send email to aaswomenstsci.edu
All material sent to that address will be posted unless
you tell us otherwise (including your email address).
To subscribe to AASWOMEN:
   send email to majordomostsci.edu, with message in the BODY
subscribe aaswlist yourusernameyouraddress
To unsubscribe to AASWOMEN:
   send email to majordomostsci.edu, with message in the BODY
unsubscribe aaswlist yourusernameyouraddress