Happy new year! Since my last update, work became frenetic, as my projects moved rapidly. I lost myself in the land of fieldwork and endless reporting of results. Continue reading Lost in the Field
On Tuesday, I’m giving a keynote talk for Research Equity in New Zealand Aotearoa: A Suffrage Day Conversation. The event is held at the Royal Society Te Aparangi in Wellington, New Zealand, on 19 September 2017. I’ll talk about how to improve equity and increase diversity in research communities. The event is free to the public. Light refreshments from 5pm. Come along and say hello!
From the event description:
In this Suffrage Day event, Dr Zevallos will reflect on national approaches to improving the hiring, promotion, retention, recognition and participation of all women, specifically including Indigenous and transgender women, as well as other under-represented minorities in science. She will then be joined by panelists for a discussion of the specific needs of the NZ research community.
Dr Zuleyka Zevallos will then be joined by the following panelists (full panel TBC) for a discussion of the specific needs of the NZ research community. Audience questions will also be taken.
- Chair: Craig Stevens, President of the NZ Association of Scientists
- Anita Brady, Associate Dean (Teaching and Equity), Faculty of Humanities and Social Sciences, Victoria University of Wellington; Queer and Gender Area Chair, Popular Culture Association of Australia and New Zealand
- Di Tracey, Fisheries Scientist, the National Institute for Water and Atmospheric Research (NIWA); Women’s Network Coordinator for NIWA
- Izzy O’Neill, National Coordinator – Thursdays in Black, NZUSA The New Zealand Union of Students’ Associations; Researcher of the tertiary student (especially LGBTQIA) experience of sexual violence.
- Joanna Kidman, Ngāti Maniapoto, Ngāti Raukawa; Associate Professor, Kaihautū, Te Kura Māori, Victoria University of Wellington, and Ngā Pae o te Māramatanga Researcher.
- Richard Blaikie, Deputy Vice-Chancellor, Research and Enterprise, The University of Otago, and Vice-President (Physical Sciences) the Royal Society Te Apārangi
Book your FREE ticket.
Tuesday, 19 September, 2017
Royal Society of New Zealand
11 Turnbull St
Wellington, New Zealand.
The event is hosted by The New Zealand Association of Scientists. The event is co-sponsored by the Dodd-Walls Centre, The MacDiarmid Institute, and Te Pūnaha Matatini.
I was interviewed by Buzzfeed, about a new study by Professor Kate Clancy and colleagues, showing women of colour scientists are more likely to experience race and gender harassment. Women of colour scientists are also excessively critiqued for being either too feminine or masculine enough, they have their physical abilities questioned, and they are more likely to miss professional opportunities like conferences, fieldwork, classes and meetings because their workplaces are unsafe. My comments from the interview:
“The study really reinforces a lot of what the literature already tells us — that women of colour are more likely to experience multiple forms of harassment and feel more acutely the impact of a hostile work environment in the sciences,” Zuleyka Zevallos, a sociologist at Swinburne University in Australia, told BuzzFeed News.
Although this isn’t the first study to show evidence of the “double bind” of racial- and gender-based harassment, some critics continue to deny that the effect is real.
“A lot of the pushback that we see in the individual scientific communities —astronomy or any other science — is that scientists want data,” Zevallos said. “And even though there’s a plethora of data, it’s like they need to see more data for themselves.”
My latest article is now on The Humanist (first published 15 May 2017). Below is an excerpt.
In his latest podcast episode titled “Forbidden Knowledge,” atheist author Sam Harris guides political scientist Charles Murray through an extensive defence of Murray’s widely debunked body of work, focusing mostly on The Bell Curve. Co-authored with psychologist Richard Herrnstein (who died around the time it was published in 1994), the book was universally critiqued as an example of modern-day scientific racism.
The Bell Curve was founded on a flawed premise that inferred a correlation between intelligence, socio-economic achievement, and genetics, without accounting for the effects of discrimination. The research was funded by the eugenics-promoting Pioneer Fund, while academics like Stephen Jay Gould showed that The Bell Curve obscured data.
Time has proven the book to be scientifically “reckless.” It enjoys a resurgence in 2017, the era of Trump, specifically because it is read as proof that White people are superior to racial minorities, especially Black and Latin people. […]
Harris’s characterizations of Murray’s critics are a projection of the push back he feels he’s unfairly faced. “You were one of the canaries in the coal mines,” Harris tells Murray. Having previously dismissed Murray, Harris now feels an affinity due to facing rebuke for racism (while continuing to espouse similar views).
The atheist movement has changed. Once the almost-exclusive domain of White men, calls for equality have challenged conversations, as diverse groups of women and minorities seek a more inclusive vision for atheism. It is telling that aggrieved White men feel more comfortable hosting uncritical discussions on scientific racism than engaging in anti-racism practices to reform the movement.
Read more on The Humanist.
My latest article is now on The Humanist (first published 08 May 2017). Below is an excerpt.
The best way to redress the inequities in science is through structural reform. This means reviewing policy through an evidence-based process. A more productive approach to diversity focuses on responsibilities of leaders to enhance measurable results. In other words, for science to make the most of everyone’s talents, leaders must “walk the talk,” modelling best practice and promoting accountability for themselves and other managers.
A vision for social change that eliminates existing inequalities must incorporate the leadership, professional expertise, and lived experiences of minorities from diverse backgrounds. Without decision-making power to shape the strategy and planning of any event, program, or organization, minorities remain on the margins. Subsequently, lacking the active representation of humanity, the full benefits of science and social justice endeavors will be limited in influence and impact.
Read more on The Humanist.
I have recently given a few media interviews on my analysis of equity, inclusion and accessibility and March for Science. I was interviewed about my articles on the problems with the march and the science of diversity, as well as the anti-diversity discourse by march supporters. Below, I briefly discuss issues emerging from the media interviews I’ve done with STAT News, Buzzfeed, The New York Times, Wired, and Living Lab Radio. Continue reading Media Interviews on March for Science
This article was first published on DiverseScholar, on 27 March 2017.
Given the high profile of the Women’s March against the Trump Administration on January 21, 2017, the March for Science (MfS) seeks to rally against the science policy changes, funding cuts, gag orders, and the administrative overhaul of science organisations by the Trump Government.
The March for Science is scheduled to occur globally on April 22 in over 400 cities. The aims and functions of the march have been drastically altered in the first two months of its existence, especially as the organisers began to receive critique from the scientific community regarding diversity issues. By setting up the march as being “not political” and by reproducing various problems of gender inequality, racism and other forms of exclusion, the march organisers have inadvertently created an anti-diversity discourse, which has been subsequently adopted by a vocal majority of the MfS supporter base.
In sociology, the concept of discourse describes how language comes to convey and justify dominant ways of thinking, talking, and behaving. Discourses are built around the social identities, values, interests, and power of dominant groups. This means that the stories we tell about “why things are the way they are,” reinforce the status quo, and thus justify the reasoning, policies, and practices of groups that already have institutional control.
The idea that White men are the taken-for-granted norm of what it means to be a scientist is learned early in school, and then reinforced throughout education, career progression, prestigious prizes, and the publication and funding systems. Institutional mechanisms in science serve to reinforce a discourse that naturalises White men’s dominance in science.
My article on DiverseScholar shows how the MfS organisers have come to reproduce the existing discourse of science, by normalising the interests of scientists who are White and from majority backgrounds. I present an analysis on public reactions to the third (of four) MfS diversity statements that reflect this position.
I analysed 354 comments and over 3,300 reactions to the MfS diversity statement. There were two broad response types to the March for Science diversity statement on the public Facebook page: comments were either discouraging or encouraging of the MfS diversity statement.
The discouraging comments fell into four sub-groups: people who felt that diversity was either politicising or dividing the practice of science; and those who felt that diversity was depreciating or distracting from the goals of the march more specifically.
The encouraging comments included individuals who felt uniquely positioned to be informing others about why diversity is important to the march, and supporters who thought that diversity is enhancing science more generally.
Discourses reflect the history, culture, identity, and politics of those in power. To make the MfS truly inclusive, the organisers need to think more strategically about how to manage misconceptions about science. They will also need to be more proactive in promoting a new discourse about the march.
Read more on DiverseScholar.
By Zuleyka Zevallos
This article was first published in April 2012 by the Taylor & Francis journal, Intercultural Education.
International students represent a large economic and international relations investment for Australia. Australian universities are increasingly relying upon overseas students for their revenue, but these institutions are not adequately addressing the special learning, linguistic, cultural and religious needs of these students. Despite their Australian education, international students experience various difficulties in finding work in their field of study after they graduate. Poor English-language, communication and problem-solving skills are the biggest obstacles to securing ongoing and satisfying jobs. Employer biases regarding international students are equally a problem. This paper provides a demographic context of the international student population in Australia and it also addresses the gaps impeding their full social participation in Australian educational institutions. This paper argues that a stronger focus on the socialisation of international students is likely to increase their educational and career satisfaction. Educational providers would better serve international students by focusing on practical learning, career-planning and reinforcing the social and cultural skills valued by Australian employers.
Los estudiantes internacionales representan una gran inversión económica así como de relaciones internacionales para Australia. Las universidades Australianas dependen financieramente cada vez mas del ingreso de estudiantes de ultramar, sin embargo no responden adecuadamente a las necesidades culturales, lingüísticas y religiosas de estos estudiantes. No obstante su formación universitaria, los estudiantes internacionales encuentran barreras para la obtención de empleo en su campo profesional luego de su graduación en universidades australianas. Este artículo presenta el contexto demográfico general de la población estudiantil internacional en Australia e identifica las barreras para su integración social. El argumento central en el presente artículo es que una mayor atención a la organización social de estos estudiantes puede no solamente mejorar su satisfacción educacional sino también profesional. Las instituciones educativas Australianas podrían ofrecer mejores servicios a los estudiantes internacionales si avocaran recursos para el entrenamiento de habilidades prácticas que ayudaran a estos estudiantes a planear su carrera y mejorar sus capacidades sociales y culturales.
Keywords: international students; intercultural learning; employment; Australian labour market; graduate career planning.