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SIS 201

Description: SIS 201 ... Experiences from SIS team projects. Why, who, how, when, where, what? 1505 ... of merely ticking box and ... – PowerPoint PPT presentation

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Title: SIS 201

SIS 201 Diversity
  • Nigel Eady
  • Science in Society Officer, the BA

Why increase diversity?
  • Meta plan

(No Transcript)
Social climate (i)
  • Survey of BME communities in Midlands incl.
    African Caribbean, African, Pakistani, Indian,
    Bangladeshi, Vietnamese, Somali, Chinese, dual
    heritage groups
  • 73 never undertaken scicomm activities
  • 95 no links with scicomm orgs
  • 9 never received info on e.g. NSEW
  • 93 interested in undertaking science activities
  • 84 indicated word of mouth very important
  • 4 scicomm orgs had worked with all groups

Social climate (ii)
  • Science, Engineering and Technology (SET) and the
    UKs Ethnic Minority Population
  • report for the Royal Society
  • Paul Jones and Peter Elias April 2005
  • to present a picture of ethnic group
    participation in SET in terms of occupations held
    and participation in post-compulsory education

of sample achieving at least one A level at age
18/19 years, by subject area and ethnic group
Source pooled Youth Cohort Study of England and
Wales, spring 2000 and spring 2002
Over/under-representation at doctorate level
Source Higher Education Statistics Agency
of employed population in SET occupations by
ethnic group
Source Labour Force Survey
Social climate (iii)
  • High achievers in SET
  • Indians
  • Chinese
  • Black Africans
  • Low achievers in SET
  • Black Caribbeans (esp males)
  • Bangladeshis (esp females)

The goal
  • Science communication activities should
  • reflect wider British society both in terms of
    practitioners and audience
  • cater for all ages, cultures, backgrounds
  • Legal requirement
  • Race Relations Act
  • Disability Discrimination Act

What are your aims?
  • Is rebranding or better marketing enough?
  • Do we need to start again?
  • Who is your audience?

Learning Points 1
  • Do you have monitoring data?
  • Be smart! Does your questionnaire work?
  • Do some research e.g. York
  • Know your audience go to them and talk to them
  • Do they want to be reached? Why not?

Who is missing?
  • Race ethnicity BMEs esp African Caribbean,
    Bangladeshi, Pakistani non-English speakers
  • Age youth elderly
  • Gender women
  • Sexual orientation
  • Physical ability disabled carers
  • Socio-economic status benefits
  • Religion
  • Other groups ex-offenders

But how, when, where what?
  • You know what youre aims are
  • You know who your audience is
  • Then what?
  • The Science in Society teams experience.

DISC the facts
  • Delivering Inclusion In Science Communication
  • African Caribbean Network for Science and
    Technology (ACNST) Dr Liz Rasekoala
  • national project, located in Northwest, Midlands
    and London
  • April 2004-March 2006
  • funded by COPUS, NESTA OSI

DISC year plan
  • Year 1 separate consultation events for BMEs
    and science communicators to assess needs,
    interests and barriers that each face when
    involving BMEs in scicomm activities
  • Year 2 groups from Year 1 brought together to
    network, share ideas challenges and build
    partnerships to organise innovative initiatives
    resources and database

BMEs scicomm
Year 1 barriers (i)
  • workshops in Exeter, Manchester, Birmingham and
    Sunderland (SeptNov 2004)
  • for BMEs
  • organisational structure and limited strategic
  • representation of science
  • restrictive forms of engagement
  • lack of resources
  • lack of confidence and low aspirations

Year 1 barriers (ii)
  • for science communicators
  • organisational culture and lack of strategic
  • representation of science
  • restrictive forms of engagement
  • lack of resources
  • lack of market intelligence
  • lack of willing scientists
  • lack of awareness of science in developing nations

Year 2 market research
  • what is out there and how we can help
  • Reports e.g. Royal Society Science, Engineering
    and Technology and the UKs Ethnic Minority
  • DISC Representations of science directory of
    resources for children and adults including
    books, videos, websites and schemes detailing
    activities and contributions of BME communities
    and individuals, past present
  • DISC Gathering market intelligence guide to
    working with BME communities in science

Since DISC officially ended
  • Newham African Caribbean Carers Forum and the BA
  • 2 events November 2005 February 2007
  • presentation and discussion with
    clinician/geneticist, lunch and Science Museum
  • drugsfutures consultation workshop, lunch and
    Natural History Museum tour

Newham African Caribbean Carers Forum
  • support group for African Caribbean carers and
  • meet 2nd Tuesday each month
  • promote opportunities and highlight carers needs
  • providing social, leisure educational
  • raise awareness of issues affecting carers

Learning Points 2
  • Issues to consider
  • beware assumptions!
  • prepare consult why them?
  • find common ground what interests them?
  • communicate how best?
  • personnel speaker BME role model
  • will there be a legacy?

Learning Points 3
  • Issues to consider
  • logistics
  • what? topics
  • when? timing
  • how? travel, food
  • where? venue
  • other issues, e.g. carers

community x-change - facts
  • PEALS Tom Wakeford, Jasber Singh
  • funded by Sciencewise, Defra Climate Challenge
    Fund and Wellcome Trust
  • three year project, two-way engagement
  • over-representing the under-represented

Year 1 - East Anglia (i)
  • under-represented outreach electoral roll
  • scientists research centres university
  • diverse community group of about 35 people
    including BMEs, non-English speakers, youth,
    disabled, ex-offenders
  • workshops over 4 days in June/July 2006

Year 1 - East Anglia (ii)
  • discussed issues of local and national importance
  • local environment climate change, including
    flooding, transport facilities
  • videos online

Learning Points 4
  • Issues to consider
  • issues do not fit into neat categories
  • social, moral, justice, ethical, political,
    health, environmental? which to choose?
  • tight framing may exclude rather than yield
    detailed responses
  • is science the only way of looking at an issue?

Learning Points 5
  • Issues to consider
  • logistics
  • how recruit? letter?
  • other issues, e.g. childcare, translation,
    disabled access, hearing loops
  • incentives/financial renumeration/travel expenses

Strengths of DISC
  • awareness, monitoring
  • time and money devoted to projects
  • contacts made developed
  • opportunities for BMEs
  • BME role models discovered
  • data and resources available

Strengths of community x-change
  • diversity
  • little drop out
  • framing of science issues
  • institutional learning
  • developing new process

Weaknesses of DISC
  • lack of time and money to follow up (usual
    suspects involved subsequently)
  • danger of merely ticking box and thinking were
  • few organisations followed up on promises not
    significantly influenced wider community
  • organisational change is slow do we really want
    to change?
  • fear of sharing problems, being honest and
    sharing data

Weaknesses of community x-change
  • legacy
  • policy links
  • data collection
  • developing new process

  • Top tips
  • decide you want to increase diversity
  • expect it to take TIME
  • do research
  • build relationships
  • get the logistics right
  • learn from your mistakes

Group work
  • You are part of the project team for SciComm Inc.
    a small science communication consultancy. You
    have been asked to submit a tender to the
    Liverpool Culture Company to run science
    engagement activities in Liverpool in 2008. There
    is up to 60k available which must include staff
    costs. The two key requirements of the project
    are that
  • the diversity of Liverpool is represented in all
    aspects of the project and
  • at least one controversial science issue must be
  • Please devise a rough budget and timeline for
    your bid. How will you ensure diversity?

Less intense
More intense
Information provision
Dialogue Collaboration
Engagement Involvement Participation
Information gathering