People's instinctive travels and the paths to science

To be the recipient of the E. E. Just Award for 2014 is one of my greatest honors, as this is a truly rarefied group. In this essay, I try to trace my path to becoming a scientist to illustrate that multiple paths can lead to science. I also highlight that I did not build my career alone. Rather, I had help from many and have tried to pay it forward. Finally, as the country marches toward a minority majority, I echo the comments of previous E. E. Just Award recipients on the state of underrepresented minorities in science.     

Challenges and advice for MD/PhD applicants who are underrepresented in medicine

The importance of diversity is self-evident in medicine and medical research. Not only does diversity result in more impactful scientific work, but diverse teams of researchers and clinicians are necessary to address health disparities and improve the health of underserved communities. MD/PhD programs serve an important role in training physician-scientists, so it is critical to ensure that MD/PhD students represent diverse backgrounds and experiences. Groups who are underrepresented in medicine and the biomedical sciences include individuals from certain racial and ethnic backgrounds, individuals with disabilities, individuals from disadvantaged backgrounds, and women. However, underrepresented students are routinely discouraged from applying to MD/PhD programs due to a range of factors. These factors include the significant cost of applying, which can be prohibitive for many students, the paucity of diverse mentors who share common experiences, as well as applicants’ perceptions that there is inadequate support and inclusion from within MD/PhD programs. By providing advice to students who are underrepresented in medicine and describing steps programs can take to recruit and support minority applicants, we hope to encourage more students to consider the MD/PhD career path that will yield a more productive and equitable scientific and medical community.     

You are welcome here: A practical guide to diversity,equity, and inclusion for undergraduates embarking on an ecological research experience

As we build a more diverse, equitable, and inclusive culture in the ecological research community, we must work to support new ecologists by empowering them with the knowledge, tools, validation, and sense of belonging in ecology to succeed. Undergraduate research experiences (UREs) are critical for a student''s professional and interpersonal skill development and key for recruiting and retaining students from diverse groups to ecology. However, few resources exist that speak directly to an undergraduate researcher on the diversity, equity, and inclusion (DEI) dimensions of embarking on a first research experience. Here, we write primarily for undergraduate readers, though a broader audience of readers, especially URE mentors, will also find this useful. We explain many of the ways a URE benefits undergraduate researchers and describe how URE students from different positionalities can contribute to an inclusive research culture. We address three common sources of anxiety for URE students through a DEI lens: imposter syndrome, communicating with mentors, and safety in fieldwork. We discuss the benefits as well as the unique vulnerabilities and risks associated with fieldwork, including the potential for harassment and assault. Imposter syndrome and toxic field experiences are known to drive students, including students from underrepresented minority groups, out of STEM. Our goal is to encourage all students, including those from underrepresented groups, to apply for UREs, build awareness of their contributions to inclusion in ecology research, and provide strategies for overcoming known barriers.     

Diversifying the biological sciences: past efforts and future challenges

I am honored to receive the E. E. Just Award for 2010. In my invited essay, I have opted to discuss the state of diversity in the biological sciences with some recommendations for moving forward toward a more positive and inclusive academy. The need to develop cohorts of minority scientists as support groups and to serve as role models within our institutions is stressed, along with the need to ensure that minority scientists are truly included in all aspects of the academy. It is imperative that we increase our efforts to prepare for the unique challenges that we will face as the United States approaches a "majority minority" population in the next 50 years.     

Male inclusion in randomized controlled trials of lifestyle weight loss interventions

The prevalence of obesity is similar for men (32.2%) and women (35.5%). It has been assumed that lifestyle weight loss interventions have been developed and tested in predominately female samples, but this has not been systematically investigated. The aim of this review was to investigate total and ethnic male inclusion in randomized controlled trials of lifestyle interventions. PUBMED, MEDLINE, and PSYCHINFO were searched for randomized controlled trials of lifestyle weight loss interventions (N = 244 studies with a total of 95,207 participants) published in the last 10 years (1999-2009). A trial must be in English, included weight loss as an outcome, and tested a dietary, exercise, and/or other behavioral intervention for weight loss. Results revealed samples were on average 27% male vs. 73% female (P < 0.001). Trials recruiting a diseased sample included a larger proportion of males than those not targeting a disease (35% vs. 21%; P < 0.001). About 32% of trials used exclusively female samples, whereas only 5% used exclusively male samples (P < 0.001). No studies in the past 10 years specifically targeted minority males. Ethnic males identified composed 1.8% of total participants in US studies. Only 24% of studies that underrepresented males provided a reason. Males, especially ethnic males, are underrepresented in lifestyle weight loss trials.     

The impact of desegregation on black teachers in the metropolis, 1970–2000

One-third of public school students are racial and/or ethnic minorities. Yet only 14 per cent of teachers represent these groups. Frequently lost in broader debates concerning this disparity is the paradoxical contribution of the 1954 Brown v. Board of Education decision. Schools were mandated under Brown to desegregate the student body. But the law did not necessarily protect the jobs of black teachers and administrators. Using a unique database of court orders, we examine the impact of mandated desegregation on black teachers. Findings indicate regional differences. Mandated desegregation created conditions that resulted in decreases in the black teaching force in the South. The opposite occurred in the non-south, with mandated desegregation positively associated with increases (although small) in the black teaching force. Our findings suggest that the legacy of mandated desegregation may have created broader institutional conditions in which black and other minority teachers remain underrepresented in the teaching force.     

Staff matter: Gender differences in science,technology, engineering or math (STEM) career interest development in adolescent youth

We explore the understudied role of program staff in an out-of-school time (OST) program at a large science museum, which may be especially relevant for supporting underrepresented minority (URM) youth’s interest in science, technology, engineering, or math (STEM) careers. Using a sequential explanatory mixed-method design, we surveyed 167 program alumni on their science attitudes, career interests, and memories about how the program compared to experiences at home, school, and with friends. We followed that with 49 interviews with alumni. Findings show that, while in the program, alumni who identify as women reported a much greater increase in their STEM career interest than those who identify as men. Interviews suggest this may be related to different types of staff relationships between the genders. We interpret results through the lens of positive youth development and offer recommendations for OST program providers and researchers.     

Computational identification of putative programmed translational frameshift sites

MOTIVATION: In an effort to identify potential programmed frameshift sites by statistical analysis, we explore the hypothesis that selective pressure would have rendered such sites underabundant and underrepresented in protein-coding sequences. We developed a computer program to compare the frequencies of k-length subsequences of nucleotides with the frequencies predicted by a zero order Markov chain determined by the codon bias of the same set of sequences. The program was used to calculate and evaluate the distribution of 7-base oligonucleotides in the 6000+ putative protein-coding sequences of S. cerevisiae preliminary to the laboratory testing of the most highly underrepresented oligos for frameshifting efficiency. RESULTS: Among the most significant results is the finding that the heptanucleotides CUU-AGG-C and CUU-AGU-U, sites of the programmed +1 translational frameshifts required for the production in yeast of actin filament-binding protein ABP140 and telomerase subunit EST3, respectively, rank among the least represented of phase I heptanucleotides in the coding sequences of S. cerevisiae. Laboratory experiments demonstrated that other underrepresented heptanucleotides identified by the program, for example GGU-CAG-A, are also prone to significant translational frameshifting, suggesting the possibility that genes containing other underrepresented heptamers may also encode transframe products. AVAILABILITY: The program is available for download from http://www.gesteland.genetics.utah.edu/freqAnalysis SUPPLEMENTARY INFORMATION: Complete results from the analysis of S. cerevisiae are available on http://www.gesteland.genetics.utah.edu/freqAnalysis     

Development of a Distance Education Program by a Land-Grant University Augments the 2-Year to 4-Year STEM Pipeline and Increases Diversity in STEM

Although initial interest in science, technology, engineering and mathematics (STEM) is high, recruitment and retention remains a challenge, and some populations are disproportionately underrepresented in STEM fields. To address these challenges, the Microbiology and Cell Science Department in the College of Agricultural and Life Sciences at the University of Florida has developed an innovative 2+2 degree program. Typical 2+2 programs begin with a student earning an associate’s degree at a local community college and then transferring to a 4-year institution to complete a bachelor’s degree. However, many universities in the United States, particularly land-grant universities, are located in rural regions that are distantly located from their respective states’ highly populated urban centers. This geographical and cultural distance could be an impediment to recruiting otherwise highly qualified and diverse students. Here, a new model of a 2+2 program is described that uses distance education as the vehicle to bring a research-intensive university’s life sciences curriculum to students rather than the oft-tried model of a university attempting to recruit underrepresented minority students to its location. In this paradigm, community college graduates transfer into the Microbiology and Cell Science program as distance education students to complete their Bachelor of Science degree. The distance education students’ experiences are similar to the on-campus students’ experiences in that both groups of students take the same department courses taught by the same instructors, take required laboratory courses in a face-to-face format, take only proctored exams, and have the same availability to instructors. Data suggests that a hybrid online transfer program may be a viable approach to increasing STEM participation (as defined by enrollment) and diversity. This approach is particularly compelling as the distance education cohort has comparable grade point averages and retention rates compared to the corresponding on-campus transfer cohort.     

Non-native English language speakers benefit most from the use of lecture capture in medical school

Medical education in the United States and Canada continues to evolve. However, many of the changes in pedagogy are being made without appropriate evaluation. Here, we attempt to evaluate the effectiveness of lecture capture technology as a learning tool in Podiatric medical education. In this pilot project, student performance in an inaugural lecture capture-supported biochemistry course was compared to that in the previous academic year. To examine the impact of online lecture podcasts on student performance a within-subjects design was implemented, a two way ANCOVA with repeated measures. The use of lecture capture-supported pedagogy resulted in significantly higher student test scores, than achieved historically using traditional pedagogy. The overall course performance using this lecture capture-supported pedagogy was almost 6% higher than in the previous year. Non-native English language speakers benefitted more significantly from the lecture capture-supported pedagogy than native English language speakers, since their performance improved by 10.0 points. Given that underrepresented minority (URM) students, whose native language is not English, makes up a growing proportion of medical school matriculates, these observations support the use of lecture capture technology in other courses. Furthermore, this technology may also be used as part of an academic enrichment plan to improve performance on the American Podiatric Medical Licensing Examination, reduce the attrition of URM students and potentially address the predicted minority physician shortage in 2020.     

Mismatch and academic performance at America’s selective colleges and universities

American selective colleges and universities use affirmative action policies to achieve diversity, given blacks and Latinos have somewhat lower SAT scores than their Asian and white peers. Critics of affirmative action argue that this results in lower grades and greater dropout among underrepresented minority groups. Using the Educational Longitudinal Study, a nationally representative longitudinal data set, we examine the relationship between SAT mismatch and college outcomes for students at selective institutions. We find that mismatch is not associated with graduation from a selective institution, but is associated with lower grades. The negative relationship between mismatch and grades holds for all racial-ethnic groups, not just blacks and Latinos, and is less predictive of academic performance than is high school grade point average. Thus, although mismatch may lower performance at selective colleges, it does not appear to prevent students who may have benefitted from affirmative action from obtaining important credentials from America’s elite educational institutions.     

A joint fairness model with applications to risk predictions for underrepresented populations

In data collection for predictive modeling, underrepresentation of certain groups, based on gender, race/ethnicity, or age, may yield less accurate predictions for these groups. Recently, this issue of fairness in predictions has attracted significant attention, as data-driven models are increasingly utilized to perform crucial decision-making tasks. Existing methods to achieve fairness in the machine learning literature typically build a single prediction model in a manner that encourages fair prediction performance for all groups. These approaches have two major limitations: (i) fairness is often achieved by compromising accuracy for some groups; (ii) the underlying relationship between dependent and independent variables may not be the same across groups. We propose a joint fairness model (JFM) approach for logistic regression models for binary outcomes that estimates group-specific classifiers using a joint modeling objective function that incorporates fairness criteria for prediction. We introduce an accelerated smoothing proximal gradient algorithm to solve the convex objective function, and present the key asymptotic properties of the JFM estimates. Through simulations, we demonstrate the efficacy of the JFM in achieving good prediction performance and across-group parity, in comparison with the single fairness model, group-separate model, and group-ignorant model, especially when the minority group's sample size is small. Finally, we demonstrate the utility of the JFM method in a real-world example to obtain fair risk predictions for underrepresented older patients diagnosed with coronavirus disease 2019 (COVID-19).     

Whither the diversity bargain?

In Natasha Warikoo’s account, the “diversity bargain” is widespread among white elite American college students. This bargain is tentative support for preferences for underrepresented minorities in college admissions, conditioned on the admitted minority students providing white students with multicultural experiences that signal elite cosmopolitanism. This essay reviews three possible explanations for the pervasiveness of the diversity bargain: campus experiences with the benefits of diversity; socialization into expectations that elites give lip service to the benefits of diversity; and Warikoo’s methodological and analytical choices.     

Molecular phylogeny and systematics of drosophila retrotransposons and retroviruses

Full classification of Drosophila melanogaster retrotransposons with long terminal repeats (LTR-retrotransposons) has been recomposed, and their evolutional analysis in sequenced genomes of different species of drosophila and other arthropods has been carried out. D. melanogaster LTR-retrotransposons are divided into three groups: gypsy (one, two, or three open reading frames (ORFs)), copia (one ORF), and BEL (one ORF). The gypsy group is divided into three subgroups. Subgroup I is underrepresented by retrotransposons-retroviruses with three ORFs and their derivatives, which have lost the env gene (ORF3). Subgroup II is underrepresented by retrotransposons with two ORFs, and subgroup III is underrepresented by retrotransposons with one ORF. A comparative analysis of homologs of gypsy group LTR-retrotransposons evidences that subgroups I and II are represented only in the genomes of Lepidoptera and Diptera. The gypsy group of LTR-retrotransposons with one and two ORFs is found in almost all genomes of arthropods. Most of the families of D. melanogaster gypsy group LTR-retrotransposons have close homologs in the genomes of other species of drosophila. A degree of identity of retrotransposons sequences is correlated with a degree of relation between species of drosophila, indicating vertical transmission of retrotransposons. Obvious cases of horizontal transfer of some mobile elements have been detected including retrotransposons without the env gene. Homologs of distinct ORFs of retrotransposons—genes gag and env—have been found. Gene-homolog of the gag gene—Grp (CG5680)—is under purifying selection, so it has an important function in drosophila genome.     

Leadership in Moving Human Groups

How is movement of individuals coordinated as a group? This is a fundamental question of social behaviour, encompassing phenomena such as bird flocking, fish schooling, and the innumerable activities in human groups that require people to synchronise their actions. We have developed an experimental paradigm, the HoneyComb computer-based multi-client game, to empirically investigate human movement coordination and leadership. Using economic games as a model, we set monetary incentives to motivate players on a virtual playfield to reach goals via players'' movements. We asked whether (I) humans coordinate their movements when information is limited to an individual group member''s observation of adjacent group member motion, (II) whether an informed group minority can lead an uninformed group majority to the minority''s goal, and if so, (III) how this minority exerts its influence. We showed that in a human group – on the basis of movement alone – a minority can successfully lead a majority. Minorities lead successfully when (a) their members choose similar initial steps towards their goal field and (b) they are among the first in the whole group to make a move. Using our approach, we empirically demonstrate that the rules of swarming behaviour apply to humans. Even complex human behaviour, such as leadership and directed group movement, follow simple rules that are based on visual perception of local movement.     

High-Stakes Accountability, Minority Youth, and Ethnography: Assessing the Multiple Effects

In this article, I offer a review of the ethnographic research that reports the effects of current accountability policies on minority youth. Included in this article are qualitative investigations that have significant field-based components, most especially direct observations at the classroom level. In this article, I demonstrate both the power and potential of ethnography to offer clearer, more detailed portraits of the varied ways that current accountability policies affect teachers of minority youth, the curriculum and pedagogy that minority youth experience, minority youth in general, and the schooling of minority youth.     

Revising the ethnodevelopment model: addressing Karen self-determination within the context of the failed ethnocratic state of military-ruled Burma

My paper examines the Karen ethnic nationality and their fifty-eight-year self-determination struggle against ethnic cleansing resulting from the ethnocratic and military governments of Burma. I frame Karen self-determination as a development issue by employing Rodolfo Stavenhagen's ethnodevelopment model. Ethnodevelopment argues that, if asymmetrical development occurs within a multi-ethnic state, state-oriented ethnic minority development strategies are needed to neutralize the asymmetry. However, Stavenhagen's ethnodevelopment does not question the premise of an authoritarian state or the systemic crisis experienced by ethnic minorities under authoritarian rule. Thus, I revise ethnodevelopment from its top-to-bottom trajectory where ethnic minority development is dependent upon the centralized state, to a bottom-to-top trajectory I designate as liberation ethnodevelopment. I argue that Karen liberation ethnodevelopment is also a development process, but one that develops and shields the Karen from ethnic cleansing.     

“The world’s best minority”: Parsis and Hindutva’s ethnic nationalism in India

There is an assumption that nationalist movements which are constituted by an ethnic majority are hostile towards all minorities, so how does one account for such a movement’s affection for one minority and hostility for another? In this paper I explore this question using the case study of a Hindu nationalist movement in India called Hindutva which simultaneously expresses hostility towards Muslims and affection for another minority known as the Parsis. I argue in societies that imagine themselves as plural there is a type of nationalist thought premised upon the existence of both exemplary and threatening minorities. An exemplary minority is imagined as loyal and acculturating, illustrating both how a minority should relate to the majority and why other minorities are threatening. While an historical argument enables the distinction between the majority and minorities, a plural hierarchy of minorities is enabled by mythical stories of coexistence and conflict.     

Msh4 and Msh5 Function in SC-Independent Chiasma Formation During the Streamlined Meiosis of Tetrahymena

ZMM proteins have been defined in budding yeast as factors that are collectively involved in the formation of interfering crossovers (COs) and synaptonemal complexes (SCs), and they are a hallmark of the predominant meiotic recombination pathway of most organisms. In addition to this so-called class I CO pathway, a minority of crossovers are formed by a class II pathway, which involves the Mus81-Mms4 endonuclease complex. This is the only CO pathway in the SC-less meiosis of the fission yeast. ZMM proteins (including SC components) were always found to be co-occurring and hence have been regarded as functionally linked. Like the fission yeast, the protist Tetrahymena thermophila does not possess a SC, and its COs are dependent on Mus81-Mms4. Here we show that the ZMM proteins Msh4 and Msh5 are required for normal chiasma formation, and we propose that they have a pro-CO function outside a canonical class I pathway in Tetrahymena. Thus, the two-pathway model is not tenable as a general rule.