Summer Catalyst Research Experience

Vassar’s Earth Science department recently got a new scanning electron microscope (SEM), which is an instrument that allows us to image the surface of tiny objects and is widely used in Biology, Chemistry, Earth Science, and Physics. These images present a way to see our world in astounding detail, helping us to feel awe at our natural world- an emotion that promotes resilience and connectedness in difficult times. However, access to scientific instruments is often allowed only for restricted groups and using them can be intimidating to students in learning contexts. For students who did not have access to lab experiences in high school, this can be a systemic barrier to inclusion in college STEM fields. In this project, students will work to create public- or Vassar- facing outreach programs that aim to broaden the access to the SEM for the broader Poughkeepsie and/or Vassar community. The students in this project will be encouraged to explore the contexts and outcomes that are most meaningful to them. One option is to create outreach programming and initiatives for Vassar’s Geology Museum aimed at local school communities or environmental organizations. Another is to continue the work of a previous Grand Challenges project, where past students envisioned a lab methods course for Vassar students who didn’t have access to practicing these skills in high school. Both of these ideas are aimed at creating welcoming scientific experiences for our community members. Throughout, we will consider the power of combining science and art and explore ways that SEM imaging can be used in other fields such as Art History. Students in this project will also gain skills in microscopy and geochemistry techniques.

This Summer Catalyst project is part of the collaboration between URSI and HHMI Grand Challenges.

Prerequisites: There are no course prerequisites to participate in this project, but experience in an introductory level STEM course at Vassar would provide helpful context. Prospective students should have an interest in science communication.

How students should express interest: Students will be selected for an interview based on their URSI applications.

Project length: 10-week URSI: May 22–July 28

Student(s) will work with me to create a workshop, or series of workshops, focused around implicit bias and how it can negatively influence fields within science, technology, engineering, and mathematics, as well as ways to recognize and promote positive interactions. I will bring my prior experience and knowledge from having gone through and co-founded multiple workshops in this realm of things. This idea was born out of a recent town hall meeting with students in the Physics and Astronomy department as many voiced a desire for such an event. The student(s) and I will work out the best format suited for the Physics and Astronomy department, how to best incorporate faculty, students, and staff while also addressing power dynamics, all leading up to creating the proper programming and assessments to gauge its effectiveness.

This Summer Catalyst project is part of the collaboration between URSI and HHMI Grand Challenges.

Prerequisites: Students must have good communication skills (and/or be willing to improve them). It would also be helpful for the student(s) to have experience within a STEM field or field related to sociology. Experience in various social interactions and how to navigate them when issues arise is not necessary but would be great to have.

How students should express interest: I would like to interview students (either in-person or via zoom) to ensure they possess the skills necessary to progress on the project and talk about expectations. If students are interested in this project, they may email me and I will promptly respond.

Project length: 10-week URSI: May 22–July 28

One of the most pervasive approaches to discussing diversity is known as "colorblindness". The colorblindness ideology hypothesizes that deemphasizing category boundaries (i.e., disregarding categories such as race, culture and/or ethnicity) can be effective in reducing intergroup bias (Dovidio et al., 2009); however, research suggests that individuals spontaneously employ the physical appearance of others as a heuristic for categorizing them by race (Cosmides et al., 2003; Hamilton et al., 1994). Given the automatic and often unconscious process of racial categorization (Ito & Urland, 2003), achieving “pure” colorblindness in terms of not perceiving markers of racial identity seems unlikely. Yet, this is an empirical question. Research has yet to explore whether individuals who endorse a colorblindness approach to diversity or are primed to adopt this ideology do actually perceptually process race differently. The current research proposal investigates whether people with motivations (or who are primed) to “not see race” may process information about race fundamentally differently than people who takes a more “race-conscious” approach. Additionally, this proposal investigates whether the link between “not seeing race” and opposition to race-based social policies (like affirmative action) is mediated by differential perception of the number of racial minorities present in contexts implicated by these policies.

This Summer Catalyst project is part of the collaboration between URSI and HHMI Grand Challenges.

Prerequisites: Must have completed Introduction to Psychological Science (PSYC 105) and have a strong interest in research related to diversity and racial identity.

How students should express interest: Professor Small will reach out to every student who completes an application via the portal and set up an interview. Students will be provided with interview questions they should be expected to answer during the initial email exchange.

Project length: 10-week URSI: May 22–July 28

Schools throughout the United States rely heavily on property taxes for funding and differences in tax revenues have resulted in disparities in resources between schools in low versus high-income neighborhoods. Moreover, previous research has shown a strong correlation between school resources and student performance (Graddy & Stevens 2005) in that students with less resources perform relatively lower than those students with access to more resources. In addressing the question of how this practice persists, it is proposed that the American value of meritocracy has contributed to its maintenance. Meritocracy is the idea that those who work hard will invariably succeed. While on the surface this ethic appears to provide hope for all, evening the playing field, it has been found to lead both high and low-status groups to justify inequality (McCoy & Major 2006). Specifically, based on a meritocratic ideology, success and social status are tied to the effort and abilities of the individual which often leads to justification of status differences (Augustinos 1998; Kluegel & Smith 1986). This study evaluates whether priming meritocracy leads individuals to justify differences in academic outcomes, attributing lower versus higher academic success to the work habits of students, despite knowing differences in resource accessibility.

This Summer Catalyst project is part of the collaboration between URSI and HHMI Grand Challenges.

Prerequisites: Must have completed Introduction to Psychological Science (PSYC 105) and have a strong interest in research related to diversity and racial inequality.

How students should express interest: Students should contact me at psmall@vassar.edu to express interest in URSI. In their email, they should provide a 2–3 sentence summary of why they are interested in the proposed project. I will set up an interview with every student who expresses interest in working with me and will provide them with interview questions they should be expected to answer during the initial email exchange.

Project length: 10week URSI: May 22–July 28