Women in STEM D
Inspiring a New Generation of Innovators
r. Chavonda Jacobs-Young is a Se- nior Policy Analyst at OSTP and
Director of the Office of the Chief Sci- entist at the United States Department of Agriculture. She took time out of her busy schedule to write a short personal story of how she became interested in science, the path she took to her professional career, and the importance of inspiring others to do the same for the Black EOE Journal. Not long ago I had the opportunity to
spend the day with Mrs. Fairbairn, a sixth grade science teacher, and her students at the Montgomery County Upcounty Cen- ter for the Highly Gifted. While preparing the comments that I would share with stu- dents throughout the day, I thought a lot about what tools were most influential in my decision to select a career in science and what I could relate that would bene- fit adolescents most at this stage in their journey. This was not an easy task. I thought
about describing the excitement I still feel as I explore my area of study—agri- cultural science and its links to climate change, food safety, bioenergy, food se- curity, and nutrition and obesity. Or the thrill—and the frustrations—of helping to craft science and technology policy in Washington. But ultimately I decided to talk with the students about a few things I thought might help them the most in the long run: leadership, skill development, the importance of science and technology in securing America’s future, the value of obtaining a quality education, and the role they could someday play in advancing innovation and discovery. That’s all! A lot of our discussion had to do with
the ways that those who have made pro- gress in the sciences and engineering can help others who are just getting started. One particularly interesting discussion fo- cused on the importance of public speak- ing. I attempted to assure the students that they would become more comfortable with practice. I also shared with the class my first experience in a formal leadership role, as president of the Junior Beta Club in seventh grade. Much to my dismay, the role required me to deliver an acceptance
42
speech in front of the entire school. To this day I have a copy of the speech that my mother helped me prepare on the old typewriter. She strategically placed the word “pause” in parentheses throughout the document to remind me to add drama- tic effect. I must have practiced that five- minute speech 100 times. Luckily today I don’t require as much coaching from my mom to give an oral presentation, but I do still visualize the “pauses” in my mind! The students I met with are so fortu-
nate to have the opportunity to participate in an amazing program that challenges them in science, math, computer techno- logy, and the humanities. These types of programs did not exist 40 years ago in Au- gusta, Georgia, where I received my early education. One of those opportunities included participation in the Southeastern Consor-
“Black Stars: African American Women Scientists and Inventors,” which featu- res African American Women who have made important contributions to science. At that time less than 5% of all science and engineering professionals were Afri- can American. The book was written for students, teachers, and people of all races to encourage youth of all backgrounds to achieve their potential. Since then I have enjoyed various measures of professional recognition, but the most rewarding out- comes have been my personal commu- nications with young people across the nation. My efforts to help students realize
their fullest potential reflect the support I received from the amazing role models in my life. Providing a challenge to chil- dren to think about the unsolved scienti- fic problems that exist in our world, and
“My efforts to help students realize their fullest potential reflect the support I received from the amazing role models in my life.”
tium for Minorities in Engineering (SEC- ME) program in high school. SECME’s mission is to increase the pool of histo- rically underrepresented and under-ser- ved students by preparing them to enter and complete post-secondary studies in science, technology, engineering and mat- hematics (STEM), with the overarching goal of creating a more diverse and glo- bally competitive workforce. Participa- tion in the program included a visit to the Georgia Institute of Technology campus to meet professors and students of color working in the field of engineering. The program curricula and the role models provided by the program were instrumen- tal in my deciding to pursue a career in en- gineering. I would later return to the Ge- orgia Tech campus to do graduate work in paper science and technology, ultimately earning a doctoral degree from North Ca- rolina State University and becoming the first African American to earn a Ph.D. in Paper Science and Engineering. In 2002, I was featured in a book,
www.blackeoejournal.com
pushing members of the next generation to dedicate themselves to working hard to solve those problems, is something we all should take very seriously. It is a simple yet significant way to make a difference. In my last class of the day at the Up-
county Center, one of the students asked me if I felt that I had made a difference. I thought it was ironic that she would ask that question with those exact words be- cause I often give a speech entitled, “Ma- king A Difference.” I became a scientist because I wanted to make a difference, and I feel very fortunate to be able to say that I sincerely believe that I am doing so—through my work as a practicing sci- entist, through the support I have provi- ded to other scientists across the country by helping to administer federal compe- titive research programs, and through the time I spend with the next generation of innovators and entrepreneurs who—like me a few decades ago—just need a little outside inspiration to start their journey to changing the world.
The Black E.O.E. Journal
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100