Alicia Prieto Langarica of Youngstown State University, who also co-organized this session, started her talk by telling us that she wouldn’t use the words “diversity” or “equity” or “Latinx” etc. and challenged us audience members to think about why she wouldn’t be using these words.
I’m a little frazzled right now because I live-blogged the last two talks and I ran off to see a friend talk in the HBCU session, but his flight was delayed so then I ran back to go to this session. Alicia is trying to push the audience into talking and interacting and it is delightful.
Here are posts #1 and #2 in this series:
Undergraduate Research as the Greatest Equalizer
She opened with a series of statistics: about half of the people who intend to be math majors end up dropping out, and about 10% of math B.A.s end up going on to get a math Ph.D. (but not really, because the number of math Ph.D.s also includes international students. So the actual ratio is much lower.)
If the math major is preparing students to be academic mathematicians, then of course students won’t major in math. But people in industry do want mathematicians and students who can think logically and mathematically competently and who can translate real life problems into math problems, who have communication skills who can work with others. So how can we mathematicians help students prepare for careers in industry, by using our tools of mathematics research?