Posts Tagged 'diversity'

Never neutral: Libraries, technology, and inclusion

Below is the text from the OLITA Spotlight talk I gave at the OLA Super Conference (#olasc15).

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I want to acknowledge from the outset that this talk has been heavily influenced by a number of people who have shared their work and their thoughts with me over the years. I’ve been privileged to learn from them, in some cases formally through their publications and in some cases through conversations on twitter or even in person. These aren’t the only folks whose work and thinking influences me, but they are the key people I think of when I think of critical work on the intersections of libraries, technology, higher education and social justice.  These are their names – a mix of students, librarians, scholars, and technologists. Again, this is not a comprehensive list of the people whose work inspires me, but they are my top 7 right now on these topics.

Let me also acknowledge that I’m well aware that the fact that I am a white woman working at an elite private US university gives me access to a platform like this one to talk about issues of bias and exclusion in libraries and technology. But there are plenty of folks who have been and continue to talk about and write about these issues, with far more insight and eloquence than I can, but who don’t get invitations like this for a variety of reasons. And the sad truth is that what I say, as an associate director at Stanford Libraries or as Director of MIT Libraries, often gets more attention than it deserves because of my title; while folks with less impressive titles and less privilege have been talking & thinking about some of these issues for longer than me and have insights that we all need to hear.

So next time you are looking for a speaker, please consider one of the names listed above.

If you read the blurb describing this talk, you know that a fundamental tenet that undergirds this talk, and frankly undergirds much of the work I have done in and for libraries, is the simple assertion that libraries are not now nor have they ever been merely neutral repositories of information. In fact, I’m personally not sure “neutral” is really possible in any of our social institutions … I think of neutral as really nothing more than a gear in your car.

Title slide for Never Neutral talk

Title slide for Never Neutral talk

But what I mean when I say libraries are not neutral is not just that that libraries absorb and reflect the inequalities, biases, ethnocentrism, and power imbalances that exist throughout our host societies and (for those of us who work in academic libraries) within higher education.

I mean that libraries are not neutral in a more direct and active way.

For an exceptionally compelling take on libraries as not just not neutral, but as instruments themselves of institutional oppression, please read “Locating the Library in Institutional Oppression” by my friend and colleague nina de jesus.

nina argues that “Libraries as institutions were created not only for a specific ideological purpose, but for an ideology that is fundamentally oppressive in nature.” It is a bold argument, convincingly made; and I urge you to read it. As a bonus, the article itself is Open Access and nina elected to use only Open Access sources in writing it.

So I start with the premise that it isn’t just that libraries aren’t perfectly equitable or neutral because we live in a society that still suffers from racism, sexism. ableism, transphobia and other forms of bias and inequity; but libraries also fail to achieve any mythical state of neutrality because we contribute to bias and inequality in scholarship, and publishing, and information access.

Let me step back for a minute and own up to a few of my own biases – my library career thus far has been solely and squarely within large academic libraries; so my perspective, my examples, and my concerns come out of that experience and are likely most relevant to that sector of libraries. But, I hope we can have a conversation at the end of my talk about what the differences and similarities might be between the way these issues play out in large academic libraries and the way they play out in all kinds and sizes of libraries. I’m also definitely speaking from an American perspective, and I look forward to hearing where and how cultural differences intersect with the ideas I’ll talk about.

OK – so libraries are not neutral because we exist within societies and systems that are not neutral. But above and beyond that, libraries also contribute to certain kinds of inequalities because of the way in which we exercise influence over the diversity (or lack thereof) of information we make available to our communities and the methods by which we provide access to that information.

I have a whole other talk that I’ve given on how the collection development decisions we make impact not just how inclusive or not our own collections are, but also what kinds of books and authors and topics get published. The short version of that talk is that when we base our purchasing decisions on circulation and popularity, we eliminate a big part of the market for niche topics and underrepresented authors. That is bad for libraries, bad for publishing, and bad for society. But that’s another talk. This talk is about library technologies.

But before we get into technology per se., I think a word about our classification systems is necessary, because the choices we make about how our technologies handle metadata and catalog records have consequences for how existing biases and exclusions get perpetuated from our traditional library systems into our new digital libraries.

Many of you are likely well aware of the biases present in library classification systems.
Hope Olson – one of the heroes of feminist and critical thinking in library science – has done considerable work on applying critical feminist approaches to knowledge organization to demonstrate the ways in which libraries exert control over how books and other scholarly items are organized and therefore how, when, and by whom they are discoverable.

Our classification schemes — whether Dewey Decimal  or Library of Congress — are hierarchical, which leads to the marginalization of certain kinds of knowledge and certain topics by creating separate sub-classifications for topics such as “women and computers” or “black literature”.

Let me give a couple of examples of the effects of this.

3 books about gays in military

Call numbers matter

The power of library classification systems is such that a scholar browsing the shelves for books on military history is unlikely to encounter Randy Shilts’ seminal work Conduct Unbecoming: Gays & Lesbians in the US Military, because that book has been given a call number corresponding to “Minorities, women, etc. in armed forces”.  In my own library at Stanford University, that means the definitive work on the history of gays and lesbians serving in the armed forces is literally shelved between Secrets of a Gay Marine Porn Star and Military Trade — a collection of stories by people with a passion for military men.  Now I’m not saying we shouldn’t have books about gay military porn stars or about those who love men in uniform. I am saying that there is nothing neutral about the fact that the history of gay & lesbian service members is categorized alongside these titles, while the history of “ordinary soldiers” (that’s from an actual book title) is shelved under “United States, History – Military.”

Another example is one I learned of from my friend and colleague Myrna Morales, and you can read about it in an article I co-authored with her and Em Claire Knowles. In that article, Myrna writes about her experience doing research for her undergraduate thesis on the Puerto Rican political activism that took place in NYC in the 1960s, with a special interest in the Young Lords Party.

Here is how Myrna described her experience:

I first searched for the YLP with the subject heading “organizations,” subheading “political organization,” in the Reader’s Guide to Periodical Literature. Here I found no mention of the YLP. I was surprised, as I had known the YLP to be a prominent political organization—one that addressed political disenfranchisement, government neglect, and poverty. A (twisted) gut feeling told me to look under the subject heading of “gangs.” There it was—Young Lords Party. This experience changed my view of the library system, from one impervious to subjectivity and oppression to one that hid within the rhetoric of neutrality while continuing to uphold systemic injustices.

I suspect that this kind of experience is all too common for people of color and other marginalized people who attempt to use the resources we provide. I’ll go so far as to wonder if these sorts of experiences aren’t at least partially responsible for the incredibly low proportion of people of color who pursue careers in librarianship.

So our traditional practices and technologies are not neutral, and without active intervention we end up with collections that lack diversity and we end up classifying and arranging our content in ways that further marginalizes works by and about people of color, queer people, indigenous peoples, and others who don’t fit neatly into a classification system that sets the default as the as western, white, straight, and male.

Of course, the promise of technology is that we no longer need rely on arcane cataloging rules and browsing real library stacks to discover and access relevant information. With the advent of online catalogs and search engines, books and other information items can occupy multiple “places” in a library or collection.

But despite the democratizing promise of technology, our digital libraries are no more capable of neutrality than our traditional libraries; and the digital tools we build and provide are likely to reflect and perpetuate stereotypes, biases, and inequalities unless we engage in conscious acts of resistance.

Now when most people talk about bias in tech generally or in library technology, we talk about either the dismal demographics that show that white women and people of color are way underrepresented in technology, or we talk about the generally misogynistic and racist and homophobic culture of technology; or we talk about both demographics and culture and how they are mutually reinforcing. What we talk about less often is this notion that the technology itself is biased – often gendered and/or racist, frequently ableist, and almost always developed with built in assumptions about binary gender categories.

For some folks, the idea that technologies themselves can be gendered, or can reflect racially based and/or other forms of bias is pretty abstract. So let me give a few examples.

Most librarians will agree that commercial search engines are not “neutral” in the sense that commercial interests and promoted content can and do impact relevancy. Or, as my colleague Bess Sadler says, the idea of neutral relevance is an oxymoron.

Safiya Noble’s work demonstrates how the non-neutrality of commercial search engines reinforce and perpetuate stereotypes, despite the fact that many assume the “algorithm” is neutral.

What Noble’s analysis of Google shows us is that Google’s algorithm reinforces the sexualization of women, especially black and Latina women. Because of Google’s “neutral” reliance on popularity, page rank, and promoted content, the results for searches for information on black girls or Latina girls are dominated by links to pornography and other sexualized content. Noble suggests that users “Try Google searches on every variation you can think of for women’s and girls’ identities and you will see many of the ways in which commercial interests have subverted a diverse (or realistic) range of representations.”

Search technologies are not neutral – just as basing collection development decisions on popularity ensures that our collections reflect existing biases and inequalities, so too does basing relevancy ranking within our search products on popularity ensure the same biases persist in an online environment.

But it isn’t just search engines. In an article called “Teaching the Camera to see my skin”, photographer Syreeta McFadden describes how color film and other photographic technologies were developed around trying to measure the image against white skin. Because the default settings for everything from film stock to lighting to shutter speed were and are designed to best capture white faces; it is difficult to take photos of non-white faces that will be accurately rendered without performing post-image adjustments that sacrifice the sharpness and glossy polish that is readily apparent in photos of white faces.

Teaching the camera to see my skin

Teaching the camera to see my skin

Finally, in an example of a technology that betrays its lack of neutrality by what it ignores, Apple’s recently released health app allows users to track a seemingly endless array of health and fitness related information on their iPhone. But strangely, Apple’s health app did not include a feature for tracking menstrual cycles – an important piece of health data for a huge percentage of the population. As one critic noted, Apple insists that all iPhone uses have an app to track Stock prices – you can’t delete that one from your phone — but fails to provide an option for tracking menstrual cycles in its “comprehensive” health tracking application.

I hope these examples demonstrate that technology does not exist as neutral artifacts and tools that might sometimes get used in oppressive and exclusionary ways. Rather, technology itself has baked-in biases that perpetuate existing inequalities and exclusions, and that reinforce stereotypes.

So how do we intervene, how do we engage in acts of resistance to create more inclusive, less biased technologies?

Note that I don’t think we can make completely neutral technologies … but I do think we can do better.

One way we might do better is simply by being aware and by asking the questions that the great black feminist thinkers taught us to ask:

Who is missing?

Whose experience is being centered?

Many, many folks argued – rather convincingly to my mind – that the dearth of women working at Apple may have contributed to the company’s ability to overlook the need for menstrual cycle tracking in its health app.

So we might also work on recruiting and retaining more white women and people of color into library technology teams and jobs. There is much good work being done on trying to increase the diversity of the pipeline of people coming into technology – Black Girls Code and the Ada Initiative are examples of excellent work of this type.

I also think the adoption of strong codes of conduct at conferences like this one and other library and technology events make professional development opportunities more welcoming and potentially safer for all – and I think those are important steps in the right direction.

But in the end, one of the biggest issues we need to address if we truly want a more diverse set of people developing the technologies we use is the existence of a prevailing stereotype about who the typical tech worker is.

I want to turn now to some research on how stereotypes about who does technology, and who is good at it, affect how interested different kinds of people are in pursuing technology related fields of study, how well people expect they will perform at tech tasks, and how well people already working in tech feel they fit in, and how likely they are to stay in tech fields.

First a definition – Stereotypes are widely shared cultural beliefs about categories of people and social roles. The insidious thing about stereotypes is that even if we personally don’t subscribe to a particular stereotype, just knowing that a stereotype exists can affect our behavior.

Second, a caution – much of this research focuses on gender, to the exclusion of intersecting social identities such as race, sexuality, or gender identity. The research that talks about “women’s” behavior and attitudes towards technology is usually based on straight white women .. so keep that in mind, and recognize that much more research is needed to capture the full range of experiences that marginalized people have with and in technology.

That said, there is a huge body of research documenting the effect of negative stereotypes about women’s math and science abilities. These kinds of stereotypes lead to discriminatory decision making that obstructs women’s entry into and advancement in science and technology jobs. Moreover, negative stereotypes about women and math affects women’s own self-assessment of their skill level, interest, and suitability for science and technology jobs.

Barbie "Math is hard"

Barbie “Math is hard”

In a not yet published research study of men and women working in Silicon Valley technology firms, Stanford sociologists Alison Wynn and Shelley Correll looked at the impact of how well tech workers felt they matched the cultural traits of a successful tech worker on a number of outcomes.

First they developed a composite scale based on how tech employees, men and women, described successful tech workers. The stereotype that emerged was masculine, obsessive, assertive, cool, geeky, young, and working long hours.

Their data show that women tech workers are significantly less likely than their male counterparts to view themselves as fitting the cultural image of a successful tech worker.  While that may not be a surprising finding, their research goes on to show that the sense of not fitting the cultural image has consequences.

Because women are less likely to feel they fit the image of a successful tech worker, they are less likely to identify with the tech field, more likely to consider leaving the tech field for another career, and less likely to report positive treatment from their supervisors.

The bottom line is that cultural fit matters – not just in the pipeline, as women decide whether to major in STEM fields or to pursue tech jobs – but also among women who are currently working in technology. In other words, stereotypes about tech work and tech workers continue to hinder women even after they have entered tech careers. If we want to ensure that our technologies are built by diverse and inclusive groups of people, we have to find ways to break down the stereotypes and cultural images associated with tech work.

How do we do that?

If we want to look to success stories, Carnegie Mellon University is a good example. At Carnegie Mellon they increased the percentage of women majoring in computer science from 7% in 1995 to 42% in 2000 by explicitly trying to change the cultural image of computer scientists. Faculty were encouraged to discuss multiple ways to be a computer scientist and to emphasize the real world applications of computer science and how computer science connects to other disciplines. They also offered computer science classes that explicitly stated that no prerequisites in math or computer science were required.

For libraries, we can talk about multiple ways to be a library technologist, and we can emphasize the value of a wide variety of skills in working on library tech projects – metadata skills, user experience skills, design skills. We can provide staff with opportunities to gain tech skills in low-threat environments and in environments where white women and people of color are less likely to feel culturally alienated.

RailsBridge workshops and AdaCamps seem like good fits here, and I’d like to see more library administrators encouraging staff from across their org’s to attend such training. At Stanford, my colleagues Bess Sadler and Cathy Aster started basic tech training workshops for women on the digital libraries’ staff who were doing tech work like scanning, but who didn’t see themselves as tech workers. Providing the opportunity to learn and ask questions, in a safe environment away from their supervisors and male co-workers gave these women skills and confidence that enhanced their work and the work of their groups.

Another simple way we can make progress within our own organizations is to pay attention to the physical markers of culture.

In a fascinating experimental study, psychologist Sapna Cheryan and colleagues found that women who enter a computer science environment that is decorated with objects stereotypically associated with the field – such as Star Trek posters — are less likely to consider pursuing computer science than women who enter a computer science environment with non-stereotypical objects — such as nature or travel posters. These results held even when the proportion of women in the environment was equal across the two differently decorated settings.

We need to pay attention to the computer labs and maker spaces in our libraries, and we need to pay attention to physical work environments our technical staff work in. By simply ensuring that these environments aren’t plastered with images and objects associated with the stereotypes about “tech guys”, we will remove one of the impediments to women’s sense of cultural fit.

So let me try to sum up here.

I’ve argued that like libraries, technology is never neutral. I’ve offered examples from search engines to photography to Apple’s health tracking app.

I’ve talked about how the pervasive stereotypes about who does tech work limit women’s participation in tech fields, through both supply and demand side mechanisms.

The stereotypes about tech workers also contain assumptions about race and sexuality in the US context, in that the stereotypical tech guy is white (or Asian) and straight. Sadly, there is significantly less research on the effect of those stereotypes on black and Latino men and women and queer people who are also vastly underrepresented in technology work.

Let me offer some parting thoughts on how we might make progress.

To borrow from the conference theme, we need to think and we need to do.

We need to think about the technology we use in our libraries, and ask where and how it falls short of being inclusive. Whose experiences and preferences are privileged in the user design? Whose experiences are marginalized? Then we need to do what we can to push for more inclusive technology experiences. We likewise need to be transparent with our patrons about how the technology works and where and how the biases built into that technology might affect their experience. The folks who do work in critical information literacy provide great models for this.

We should think about how libraries and library staff reinforces stereotypes about technology and technology work. Subtle changes can make a difference. We should drop the term “tech guy” from our vocabulary and we should ditch the Star Trek posters. I’d like to see more libraries provide training and multiple paths for staff to develop tech skills and to become involved in technology projects. We need to pay attention to the demographics and to the culture – and remember that they are mutually reinforcing.

We also need to remember that we aren’t striving for neutral, and we aren’t aiming for perfectly equitable and inclusive technology.

While neutral technologies are not possible – or necessarily desirable – I believe that an awareness of the ways in which technology embodies and perpetuates existing biases and inequalities will help us make changes that move us towards more inclusive and equitable technologies.

Librarianing to Transgress: Closing Keynote ACRL OR/WA 2014

Below is the slightly edited version of the closing keynote talk I gave at ACRL OR/WA 2014.

Great conference, really cool people, gorgeous setting.

_________

The theme for ACRLORWA14 is Professional identity and technology: Looking forward, so I figured I would start with a little about my own identity.

When I think about professional identity, the sociologist in me kicks in and I think of identity as part and parcel of our social location and as very much tied up in the kinds of characteristics that are so central to social interaction in our culture: gender, race, social class, sexuality.

Title slide, closing keynote ACRL OR/WA 2014. Librarianing to Transgress

Title slide, closing keynote ACRL OR/WA 2014. Librarianing to Transgress

So to situate myself in terms of my identity and how that affects my perspectives — personally professionally and politically– I am a queer white woman from a working class background with a Latina wife. I am a feminist who’s politics are liberal, bordering on radical. And of particular relevance to my thoughts on the role of academic libraries and librarians, I believe in the possibility of education as the practice of freedom as articulated by bell hooks in her 1994 classic, Teaching to Transgress; which is the source of both the image here and the title of my talk.

You might also notice that I like to use the word librarian as a verb, so the 6 word story library identity version of Who I am is:

Queer butch feminist, librarianing for justice

When I was first asked to give this talk, I was told that folks might be interested in me expanding on some online comments I had made at the time about the responsibilities of large research libraries (like Stanford, I suppose) to lead technological change that is attainable for all institutions. Since many of the folks here are from smaller libraries, it makes sense that you would be interested in a talk that articulates a shared technological future that would be realistic and sustainable across types and sizes of libraries.

But that isn’t what I’m going to talk about.

I’m going to talk about something different, because between the time I was asked to give this talk and now, several things have happened that have convinced me that the need for a future based on shared technology is far less urgent than the need for a future based on empathy and shared humanity.

By shared humanity, I simply mean a sense of and commitment to the idea that all lives matter, that all people are deserving of justice, equity, & dignity, and that all voices need to be heard in the conversations that shape our future.

I want to use this opportunity to talk about the bigger issues and themes around shared humanity, equity, & social justice that I think should be motivating the work of librarians now more than ever; and I’ll try to include some ideas and examples of ways technology can be leveraged to help us create and share resources and facilitate conversations and connections in our communities in ways that might move us all closer to a sense of shared humanity. As a bonus, I’ll even try to relate what I say to the conference theme of professional identity.

Let me go back to the bell hooks allusion from the title of my talk and give you one of my favorite quotes from Teaching to Transgress: 

“To engage in dialogue is one of the simplest ways we can begin as teachers, scholars and critical thinkers to cross boundaries, the barriers that may or may not be erected by race, gender, class, professional standing, and a host of other differences.”

bell hooks, Teaching to Transgress: Education as the Practice of Freedom

 

That notion of dialogue as education and the idea that authentic, messy, hard, critical conversations can break down barriers and create spaces for empathy and opportunities for us to experience our shared humanity is what has motivated most of my career in higher education and in libraries, and it is certainly what is motivating my talk this morning.

The key message I want to share in this talk is that librarians – in part because our identities are tied up in a specific set of professional values – are especially well suited to provide the spaces — physical, virtual, and metaphorical spaces — where our communities and our students are equipped, inspired, and supported in having difficult dialogues about hard social issues.

So, as I said, a number of things have happened between the time I agreed to give this talk and now that make it nearly impossible for me to imagine giving any kind of talk that doesn’t foreground issues of social justice and equity.

Let me be explicit about some of the events I am talking about.

#Ferguson happened.

On August 9, Michael Brown, an unarmed black teenager, was shot & killed by a police officer in Ferguson MO. In the weeks, now months, since Michael Brown’s death, the residents of Ferguson, and others, have engaged in nearly non-stop vigils, protests, and rallies to call attention to police brutality and to racist policing. The excessively militarized response by police to the mostly black crowds gathered in Ferguson, especially when compared to the far less harsh responses to the mostly white college students who rioted and set fire to vehicles during a pumpkin festival in West Virginia last weekend, have fueled a sense of – a recognition of – the deep & persistent racial divide in this country.

Another key event, closer to home – at least professionally – is the $1.25 lawsuit brought against 2 female librarians for speaking out about sexual harassment and for identifying by name a man who’s repeated creepy behavior towards women at library conferences is so well known that women routinely warn one another not to be alone with him. The lawsuit, and the online discussions, most of which are happening under the twitter hashtag #TeamHarpy, have spurred conversations ranging from sexual harassment, to codes of conduct at library conferences, to the problems with “rock-star librarians”.

Another controversy that has raged on social media this summer is #GamerGate – which has more recently moved from blogs and twitter to mainstream newspapers like the New York Times and The Washington Post. Gamergate refers to a controversy in the gaming industry that theoretically started out as calls for ethical standards in game reviews but that soon warped into some of the sickest sexism and misogyny on the internet, including death & rape threats credible enough that several prominent women in the gaming industry have been essentially forced into hiding to protect themselves and their families when their home addresses were revealed online.

These recent events  have me thinking even more than I usually do about issues of race and gender and power, and other forms of oppression and inequality. In terms of this conference and its theme, I am convinced that when librarians think about identity and communities, we need to pay special attention to gender, race, class, sexuality, and other intersecting axes of difference and inequality – and we need to be prepared to equip our students to understand these issues and to navigate difficult conversations about inequality, sexism and gender bias, institutional racism, and privilege.

Which brings me to the other big event of the summer — the firing of Steven Salaita in August from a tenured faculty position at the University of Illinois at Urbana-Champaign.

For those not familiar with the #Salaita story, Professor Steven Salaita was offered a tenured faculty position at UIUC, only to be terminated from that position (before he even began) because of the “uncivil” nature of tweets he posted regarding the actions of the Israeli government in Gaza. Salaita’s termination has been met with harsh criticism by those, like me, who believe his firing for “uncivil tweeting” violates the principles and values of free speech and intellectual freedom.

Many scholars have joined boycotts of the University of Illinois at Urbana-Champaign, refusing to speak there or otherwise engage with the university until Salaita is reinstated, and many of the departments within the University itself have gone public with votes of “no confidence” in the administration and board of trustees. (Note: Those so inclined can add their name to the list of LIS scholars and practitioners who support Salaita. Kudos to Sarah T. Roberts for her work on this.)

On the other hand, a number of university administrators (e.g. University of California at Berkeley) have used the Salaita situation as an excuse to issue campus-wide calls for “civility”, arguing that free speech must always be balanced with an obligation and expectation of courteousness and respect. As you might expect, critics of these top-down “civility codes” note that calls for some subjective measure of courtesy could easily be used to censor academic freedom and stifle debate on some of the very issues that are most pressing and simultaneously most controversial in our society.

So, in the wake of #Ferguson, and #TeamHarpy and #GamerGate, and the Salaita firing; I found myself incapable of writing a talk about shared technology when all I can think about is the need for librarians to leverage our skills and our knowledge and our values and our identities and yes, our technologies to help our students and our communities develop a sense of shared humanity and empathy, in the fragile hope that we might make some progress.

Why librarians? And how would we do it?

For me the answer to “why librarians?” is because of our values – we are one of the few professions that boldly proclaims diversity, democracy, social responsibility, intellectual freedom and privacy as core values.

(As an aside, I always feel like I need to remind us that our values state that we “strive to reflect our nation’s diversity”, but that at 88% white we either aren’t striving very hard, or maybe we kinda suck at it….but that’s a whole other talk).

I very much believe that libraries ought to be the places on campus where community members, students especially, feel the most free to talk about difficult topics, to express the full range of opinions and yes emotions, on the highly charged topics that are part of their social world. College is a time when young adults are forming and reforming their identities, and they need spaces where it is safe to try on opinions and ideas and feelings about the world and their place in it.

I love the fact that libraries are often that place and I think libraries should be that place.

One advantage many of us have as librarians on a college campus is that we are adults with lots of information and expertise and knowledge to share with students, but we mostly don’t have much authority over them, especially in the sense of grading them. That produces a kind of setting, and the possibility of a kind of relationship where students can be intellectually and emotionally vulnerable in front of us and with us. That is a big part of what I mean when I say we are especially well suited for creating spaces for the kinds of dialogues that bell hooks tells us will help us all cross boundaries and establish some sense of shared humanity.

But for me, it isn’t just about creating those spaces & opportunities for transformative learning experiences, but it is also about providing access to the information and the tools to understand current events and to evaluate the many increasingly polarized views on events like #Ferguson or #GamerGate or the conflict in Gaza.

So let me get to the how by sharing some examples of ways librarians and others have leveraged technology to pull together and share information on current events, thus creating not just the space for dialogue but also the context for learning through dialogue:

My first example comes from the Stanford University Libraries – in December of 2012, right after the Sandy Hook school shooting, our geospatial center staff began collecting data on mass shootings in America. They compiled quantitative and descriptive data about mass shooting incidents since 1966, and produced maps and charts and a dataset intended to aid in our collective understanding of mass shootings in America. All of their work, the dataset, the maps, and the charts are available under a creative commons license for all to use. To me, this is a great example of librarians & libraries creating resources to help our patrons make sense of a complicated, tragic and emotional topic.

Ukraine exhibit, Green Library, Stanford University

Ukraine exhibit, Green Library, Stanford University

A less technical example also from the Stanford University Libraries is our commitment to current events displays – like our recent info display about Ukraine. Our Slavic and East European subject specialist put together a set of resources to provide some context to students about Ukraine – these resources included a map of the territorial evolution of Ukraine, the languages of Ukraine, basic demographic and economic data about Ukraine, and a selection of books for students who wanted to explore the topic in more detail. We have addressed other recent current events via blog posts, twitter, and book displays.

In response to events in Ferguson, librarians and archivists at Washington University in St Louis are building a community sourced digital archive of “photos, videos, stories and other content related to protests, unrest in Ferguson”. They are using existing technologies – Omeka and ArchiveIt – to collect and provide access to relevant content; and social media to raise awareness of their work and to solicit contributions to the archive.

It is interesting to me that as far as I know, they are doing this with existing staff and resources. The Sloan Foundation funded two earlier crowdsourced digital archives, the September 11 Digital Archive and the Hurricane (Katrina) Digital Memory Bank.

There is a great piece by Courtney Rivard, about the different responses to the September 11 archive and the Katrina archive in terms of quantity and type of items deposited. Basically, much more content was deposited in the September 11 archive, and much more content from a more distant perspective. In both the materials collected and in the media September 11 was seen as a national event, and victims were quickly anointed as national heroes; while Hurricane Katrina was seen as a more local event, with victims labeled with far less charitable and not so subtly racist, terms.

It will be very interesting to see how response to the Ferguson archive compares, and whether materials deposited will be primarily local and first hand photos, videos and stories; or whether it will generate a broader national response and therefore a larger and more diverse archive. Even crowdsourced archives are not created in some neutral race-blind vacuum; and today’s social biases impact future scholars and the kinds of archives they will have access to.

Data collection isn’t neutral either.

The FBI collects a whole bunch of data on crime – arrest and crime incident reports from every local police force are consolidated at the national level and arrest data is available by age, race & sex of the arrestee for 28 different categories of offenses – including, of course, shooting a police officer. But there is no national database to tell us how many people are shot by police officers, nothing to tell us the age, race, and sex breakdown of who gets shot by police officers; nor anything else about the circumstances.

There are a several interesting civilian attempts to put together data on police shootings. For example, the blog Deadspin has a project where they are asking volunteers to help them populate a google docs spreadsheet by conducting google searches for police shootings for every day from 2011 to 2013.

D. Brian Burghart, a journalist and journalism instructor at University of Reno, Nevada is using Freedom of Information Act requests and crowdsourcing to create a database of all deaths through police interaction in the United States since Jan. 1, 2000. His website fatalencounters.org has maps, spreadsheets, crowd visualizations and lots of info about how he is collecting and verifying the data.

For me the obvious question is could/should librarians be developing these kinds of resources? I think so.

One final example of the kind of crowd-sourced resources that developed in the aftermath of Ferguson was a set of teaching materials and resources, mostly under the hashtag #FergusonSyllabus. There are actually many such resources, but not surprisingly my favorite was developed by group calling themselves Sociologists for Justice. Their syllabus provides a list of “articles and books that will help interested readers understand the social and historical context surrounding the events in Ferguson, Missouri, and allow readers to see how these events fit within larger patterns of racial profilingsystemic racism, and police brutality.”

I wonder how many faculty on our campuses might have been looking for just such a set of resources as they struggled with how to facilitate productive conversations in their classrooms in the aftermath of Ferguson?

I know of a few librarians who created resource guides about Ferguson – Washington University at St. Louis has one, and the law library at SUNY Buffalo has one. There may well be others that I don’t know of, but what I didn’t see was librarians coming together to crowdsource some great research guides for our communities the way other educators came together quickly to create #FergusonSyllabus.

That would be the kind of collective action I mean when I say I am calling on librarians to use simple, existing technologies to produce, uncover, promote, and inspire deep dives into highly charged topics.

OK – I’m going to wrap it up soon, but some concluding thoughts first.

We are librarianing in messy, polarized and yes, still sexist, racist, homophobic times.

Despite tremendous progress up through the 1990s, the gender revolution has stalled – white women still make .78 to every dollar a man makes, and black and brown women make even less than that. #GamerGate, #TeamHarpy and far too many other examples – including a Pew report released yesterday – remind us that women are harassed and threatened and assaulted, online and off, at horrifying rates. And Michael Brown’s death, the acquittal of George Zimmerman in the killing of Trayvon Martin, and too many similar stories remind us that we are not living in the race-blind world many thought would come after the great civil rights victories of the 60s and 70s. Racism is real, and there are troubling and persistent racial disparities in wealth, income, education, health, and homelessness; as well as often wide racial differences in perceptions and opinions about important events. For example, 71% of African American residents of Ferguson believe Darren Wilson should be arrested and charged w/ a crime for killing Michael Brown. The same percentage of white residents think Wilson should NOT be arrested and charged.

These kinds of polarizing views and perspectives can make it very hard to talk about race. In fact, one alternate title for this talk was going to be “What’s a nice white girl like me have to say about race & librarianship in the wake of Ferguson?”

But/and we as a society have to talk about race and gender and other highly charged topics if we are going to have any hope for progress. And to my mind, the college students we work with just might be the best hope we have for making progress on issues not just of equity and social justice, but on a host of other big challenges we face – things like climate change, energy, global health, and poverty.

I think our focus as librarians ought to be on how to best equip our communities, especially our students, to understand and make progress on addressing these challenges.

I think one of the most effective and the most uniquely librarian-y ways we can do that is by creating spaces (real and virtual) where the free exchange of ideas and thoughts and feelings, with all of the accompanying “uncivil” messiness and anger and passion, is accepted and encouraged. I think we can and should work together, using sharing technologies, to fill those spaces with data and history and context to inform and enrich those conversations. It is through dialogue in safe spaces that barriers are broken down and empathy begins to develop.

Ultimately, I believe that unless and until we as a society develop a greater sense of our shared humanity and greater empathy for the many different kinds of people we share this planet with; the technologies we create and use, regardless of our best intentions, will reflect and then perpetuate the same racist, classist, sexist inequities that continue to persist in society.

Bottom line: worry about humanity first, technology later; and keep on librarianing.

______
There are many more examples than the ones I mentioned of librarians and others doing exactly the kind of work I am calling for, and I very much hope folks will share those examples in the comments or elsewhere. One excellent example that I am embarrassed to have left out is the weekly #critlib twitter chats. To learn more, check out the #critlib Chats Cheat Sheet.

“Dressing” for the cause #libs4ada

Librarians (and our friends) are amazing. In the first day of the #libs4ada Ada Initiative fundraising drive, we blew our original goal of $5120 out of the water.

Donate to the Ada Initiative

In all the excitement, I issued two “stretch” challenges:

  1. If/when donations reach $8192, I will post a photo of myself in a dress selected for me by my very fashionable daughter.
  2. If/when donations reach $15,000, twitter librarians can select a dress which I will wear for 10 minutes at the upcoming DLF Forum. Who knows? Maybe we can even “sell” selfies with me in said dress as an additional fundraiser.

So, if you think #ButchInADress might be fun/amusing/terrifying, give generously.
Y’all rock.

Chris in a dress

Young butch in a dress, Chris Age 4

This librarian supports the Ada Initiative

Donate to the Ada Initiative

The Ada Initiative supports women in open technology and culture through activities such as producing codes of conduct and anti-harassment policiesadvocating for gender diversityteaching ally skills, and hosting conferences for women in open tech/cultureMost of what we create is freely available, reusable, and modifiable under Creative Commons licenses.

If that isn’t enough to explain why I support the Ada Initiative and why I think other librarians should too, let me tell you just one story about how the Ada Initiative has been important to me.

A little over a year ago, I decided that I was not going to speak at or support any conference that did not have a code of conduct. Then, in a fit of bravada, I decided to ask my boss, the University Librarian, to issue a statement encouraging ALL of our librarians to take the same stance and to work with the professional associations they were involved with to adopt codes of conduct. Making my argument was easy, because the Ada Initiative folks had already compiled all the data and documentation, and examples. The boss said yes, and I know of several major conferences that have since adopted codes at least partially in response to advocacy from Stanford librarians. I am convinced that these conferences are now a little more welcoming to folks who might otherwise have felt less included and less safe. I’m proud of whatever small role Stanford Libraries may have played in that — and the groundwork done by the Ada Initiative made that possible.

The truth is, I don’t really do much tech myself, but I’m a leader in an organization and a profession that does a lot of tech, and that employs many women. I very much want library technology to be diverse, inclusive, and as equitable as we can possibly make it; and The Ada Initiative gives us the tools to move in that direction.

So I support the Ada Initiative, and I hope you will too. Please also help spread the word via the hashtag #libs4ada.
Donate to the Ada Initiative

Mentors, gender, reluctance: Notes from Taiga panel on leadership at ER&L

As part of Taiga’s efforts to engage in broader conversations with a wide variety of librarians and library communities, I agreed to be on a panel about Leadership at the recent ER&L conference in Austin TX (YeeHaw!). I had a great time with colleagues Damon Jaggars from Columbia University and Kristin Antelman for North Carolina State University both in planning for the panel and on the day of.

Below are my edited notes from my portion, where I talked about mentors, gender, and reluctance/skepticism about moving into formal library leadership positions.

When the 3 of us first starting planning this panel, part of what I volunteered to do is talk about talking about leadership … which sounds really meta, but is really just about how and when and why and with whom you might want to talk to about your interest in library leadership.

Everyone knows good mentors are important – and I want to put a plug in for informal mentors. Some organizations have formal mentorship programs and that’s great, but many successful leaders talk about the important role of informal mentors on their success.

How do you find an informal mentor or mentors?

My colleagues may suggest different strategies, but I’ve found that being active on social media and reading library blogs makes it easier for you to “meet” people whose work and/or career you want to emulate or at least who you might want to learn from. Interact, comment, RT, ask questions. Talk to speakers after talks, even if you don’t have a question – tell them what you liked about their talk, why it resonated. Then later, ask to have coffee w/ them.

You don’t have to formally ask them to be your mentor, but you can tell them what your career aspirations are and ask for some advice. Honestly, most of us are egotistical enough that we are flattered when someone asks for our advice.

But I’ll let you in on a little secret – it isn’t really any advice you get from formal or informal mentors that will pay off.  It is the connection you have made. The adage about it not being what you know but who you know has an element of truth in it. One of the most influential articles in sociology is all about the strength of weak ties. In that research Mark Granovetter shows how it is our weak ties, our acquaintances, not our closest friends or family members, who are most likely to help us get the best jobs. The connections we make at conferences and on social media are exactly the kinds of weak ties that will pay off in helping us find and get the next job.

(Insert abrupt transition here)

And now I want to talk about gender.

Women are less likely to express career ambitions than men, and whatever you think of the advice in Sheryl Sandberg’s Lean In, the research she cites makes it clear that women are (in general, and mostly white women) less likely to engage in the kinds of behaviors and activities that promote their own career advancement, and no wonder …

There is ample research showing that ambition and/or engaging in a range of leadership behaviors (speaking first, speaking confidently, taking charge in leaderless groups) is more likely to be viewed harshly for women, but positively for men.

Sociologist Joan Williams has distilled a huge amount of the research on women and work into a summary of some basic patterns of biases that women face, along with some suggested strategies:

  • “Prove it again”: This pattern refers to the fact that women encounter harsher standards than men, and that women’s success is more likely to be attributed to luck than to competence. Some suggested strategies are for women (and male allies) to vouch for each other and to publicly praise and celebrate each other’s success. Williams suggests that women “form a posse”. Another recommendation is to engage in “gender judo” – that is to adopt a mixture of feminine and masculine behavioral styles. Gender judo is also the recommended strategy for mitigating the effects of “The Tightrope”.
  • “The Tightrope” refers to the fact that women are rarely seen as both competent and nice, so they are forced to walk a tightrope between the two, trying to hit just the right balance to ensure they succeed at work. An additional strategy suggested for this challenge is that women strategically say “no” to some of the “housework” tasks women are typically and disproportionately asked/expected to do (bring the snacks, remember the birthdays, etc.).
  • Another well-documented pattern of discrimination women face is “The Motherhood penalty” – women who are mothers are judged as less committed AND less competent than childless women & than fathers. Williams suggests that an effective strategy to counteract the assumptions behind The Motherhood Penalty is for individual women to be explicit about their own goals & family decisions – whatever they are — and when people question your commitment to either work or family or both, to respond that the choices you are making are working for you (assuming that they are).

Now, to be honest, – Despite the fact that there is apparently some research showing that these strategies are effective (I’m guessing especially for white, straight, cis-gendered women in professional jobs), I’m not super comfortable with the focus on individual rather than organizational or institutional responses to gender bias and other forms of inequity in our organizations.

But … institutional change is slow and hard. And I suspect some combination of individual, organizational, institutional, and societal level strategies is required. And, one potential strategy for making our organizations more inclusive is for more men of color, more women, more people from underrepresented groups of all kinds, to assume leadership. Especially if those people are committed to a more diverse and equitable profession and organization.

And that brings me to my final point – I want to finish this up by talking to those of you who don’t want to be in library administration – especially those of you from underrepresented groups – and people of color and even white women are underrepresented in leadership in libraries relative to their numbers in the profession.

How many of you want to be a “leader” in the library world but can’t picture yourself as an AUL/AD or other high-level administrative leader in libraries? How many have mixed or negative feelings about being a library administrator, and have no desire to ever be a UL? (Note: LOTS of hands shot up).

Do any of these reasons resonate? (Note: Lots of head nodding during this roll call of reasons librarians are reluctant about moving up into formal administrative leadership positions).

  • I don’t want to deal with all “the politics”
  • I don’t want to be “the man”
  • I don’t want to have to compromise my values
  • I could never handle all the bureaucracy and I don’t want to deal w/ budgets
  • I want to have a balanced life

And what I want to say is that I get that … I really do… and I’m not going to tell anyone to Lean In when they want to Lean Out. I say Lean whatever way you want … AND I want to leave you with this thought:

If all of you who don’t want to play politics, who don’t want power & influence to change your values, and who want to have a healthy work life balance shy away from leadership positions; it might mean that you are leaving the leadership of our profession in the hands of those who aren’t concerned about those things …

 

Bracket Challenge for racial equality – regular tournament

OK y’all, now that the field is set for the regular NCAA tournament, make your picks and join my group Mad4Justice. Entry fee is $10 (PayPal or email me for address to send check/cash), with 2/3 of the pot going to Community Change, Inc., a fantastic non-profit based in Boston and working on racial justice and equity. Enter as many brackets as you want — prizes for Best Thematic Brackets also. Trash talking encouraged.

If you want to join the men’s bracket pool, I have one of those going too.

My Stanford and my Duke teams are both #2 seeds – I got Stanford, Duke, Notre Dame and Maryland in the Final Four; with my Cardinal beating Notre Dame in the championship game.

Mad for racial justice and equity

March Madness is here, and this year I’m running a Bracket group to raise money for Community Change, Inc., a non-profit in Boston committed to promoting racial justice and equity. From their website:

Community Change was born out of the Civil Rights Movement and in response to the Kerner Commission which named racism as “a white problem.” CCI has done what few organizations are willing to do: shine a spotlight on the roots of racism in white culture with the intention of dealing with racism at its source, as well as with its impact on communities of color.

I know some of the folks working at CCI (in person and/or online) and I am in awe of the work they do and their commitment to it.

So here are the basics:

  1. I set up a Bracket Challenge group on ESPN for the men’s tournament (I’ll probably set one up for the regular tournament* when that bracket is announced later today–DONE). You have to register, but registration is free.
  2. Join the Mad4Justice Men’s group, and fill out your bracket before first game on Thursday.
  3. Entry fee is $10,and there is no limit on how many brackets you can fill out.
  4. If you are cool with using PayPal, just submit your $10 entry fee to me directly via PayPal.
  5. I’ll also accept cash or check for the entry fee – email me if you need a snail mail address to send your entry fee to.
  6. Winner gets 1/3 of the pot, bragging rights for the year, plus a special token to be determined by me. The rest of the pot goes to CCI.
  7. I’ll also come up with a prize for the Best Thematic Bracket – last year we had an ARL bracket, and an all HathiTrust bracket. I’m sure we’ll get some creative themes this year as well.

OK – let’s do this! Go Duke, Go Stanford!

* Y’all see what I did there?

Some research on gender, technology, stereotypes and culture

Leading up to the Leadership, Technology, and Gender Summit, my colleague-friend Jennifer Vinopal and I have been collecting sets of recommended readings to help frame the conversations. We tried to find readings that address most of the topics outlined in What are we talking about when we talk about Leadership, Technology and Gender, while also keeping the list to a reasonable length and making sure the readings were accessible to all. It is a great list.

Here are some additional recommended readings that did not make the list for LTG, but which I think are critical to understanding the scope of the challenges involved in tackling the problems of gender and technology. Most of them are paywall, which sucks.*

“Do Female and Male Role Models Who Embody STEM Stereotypes Hinder Women’s Anticipated Success in STEM?” Sapna Cheryan, John Oliver Siy, Marissa Vichayapai, Benjamin J. Drury and Saenam Kim Social Psychological and Personality Science 2011 2: 656 originally published online 15 April 2011 DOI: 10.1177/1948550611405218

Abstract
Women who have not yet entered science, technology, engineering, and mathematics (STEM) fields underestimate how well they
will perform in those fields (e.g., Correll, 2001; Meece, Parsons, Kaczala, & Goff, 1982). It is commonly assumed that female role models improve women’s beliefs that they can be successful in STEM. The current work tests this assumption. Two experiments varied role model gender and whether role models embody computer science stereotypes. Role model gender had no effect on success beliefs. However, women who interacted with nonstereotypical role models believed they would be more successful in computer science than those who interacted with stereotypical role models. Differences in women’s success beliefs were mediated by their perceived dissimilarity from stereotypical role models. When attempting to convey to women that they can be successful in STEM fields, role model gender may be less important than the extent to which role models embody current STEM stereotypes.

“STEMing the tide: Using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM).” Stout, Jane G.; Dasgupta, Nilanjana; Hunsinger, Matthew; McManus, Melissa A.
Journal of Personality and Social Psychology, Vol 100(2), Feb 2011, 255-270. doi: 10.1037/a0021385

Abstract
Three studies tested a stereotype inoculation model, which proposed that contact with same-sex experts (advanced peers, professionals, professors) in academic environments involving science, technology, engineering, and mathematics (STEM) enhances women’s self-concept in STEM, attitudes toward STEM, and motivation to pursue STEM careers. Two cross-sectional controlled experiments and 1 longitudinal naturalistic study in a calculus class revealed that exposure to female STEM experts promoted positive implicit attitudes and stronger implicit identification with STEM (Studies 1–3), greater self-efficacy in STEM (Study 3), and more effort on STEM tests (Study 1). Studies 2 and 3 suggested that the benefit of seeing same-sex experts is driven by greater subjective identification and connected- ness with these individuals, which in turn predicts enhanced self-efficacy, domain identification, and commitment to pursue STEM careers. Importantly, women’s own self-concept benefited from contact with female experts even though negative stereotypes about their gender and STEM remained active.

“Math–Gender Stereotypes in Elementary School Children” Dario Cvencek, Andrew N. Meltzoff, Anthony G. Greenwald Article first published online: 9 MAR 2011 DOI: 10.1111/j.1467-8624.2010.01529.x

A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) me with male (gender identity), (b) male with math (math–gender stereotype), and (c) me with math (math self-concept). Two findings emerged. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on both implicit and explicit measures. Second, elementary school boys identified with math more strongly than did girls on both implicit and self-report measures. The findings suggest that the math–gender stereotype is acquired early and influences emerging math self-concepts prior to ages at which there are actual differences in math achievement.

“Ambient Belonging: How Stereotypical Cues Impact Gender Participation in Computer Science” Sapna Cheryan,Paul G. Davies, Victoria C. Plaut and Claude M. Steele. Journal of Personality and Social Psychology Vol. 97, No. 6, 1045–1060 DOI: 10.1037/a0016239

People can make decisions to join a group based solely on exposure to that group’s physical environment. Four studies demonstrate that the gender difference in interest in computer science is influenced by exposure to environments associated with computer scientists. In Study 1, simply changing the objects in a computer science classroom from those considered stereotypical of computer science (e.g., Star Trek poster, video games) to objects not considered stereotypical of computer science (e.g., nature poster, phone books) was sufficient to boost female undergraduates’ interest in computer science to the level of their male peers. Further investigation revealed that the stereotypical broadcast a masculine stereotype that discouraged women’s sense of ambient belonging and subsequent interest in the environment (Studies 2, 3, and 4) but had no similar effect on men (Studies 3, 4). This masculine stereotype prevented women’s interest from developing even in environments entirely populated by other women (Study 2). Objects can thus come to broadcast stereotypes of a group, which in turn can deter people who do not identify with these stereotypes from joining that group.

Other great resources include:
Women in Computer Sciences: Closing the Gender Gap in Higher Education from Carnegie Mellon University

Starting in 1995, we have engaged in an interdisciplinary program of research and action in response to this situation. The research effort has been to understand male and female students’ engagement — attachment, persistence, and detachment — with computer science, with a special focus on the gender imbalance in the field. Students in the study have been interviewed once per semester about their family and schooling history, experiences with computing, feelings and attitudes about studying computer science. The goal of the action component has been to devise and effect changes in curriculum, pedagogy and culture that will encourage the broadest possible participation in the computing enterprise.

In part as a result of our efforts, the entering enrollment of women in the undergraduate Computer Science program at Carnegie Mellon has risen from 8% in 1995 to 42% in 2000

Reading list for MIT Open CourseWare course “Gender and Technology”:

Course Description
This course considers a wide range of issues related to the contemporary and historical use of technology, the development of new technologies, and the cultural representation of technology, including the role women have played in the development of technology and the effect of technological change on the roles of women and ideas of gender. It discusses the social implications of technology and its understanding and deployment in different cultural contexts. It investigates the relationships between technology and identity categories, such as gender, race, class, and sexuality, and examines how technology offers possibilities for new social relations and how to evaluate them.

* If you need access to any of these articles for your personal non-profit, educational use, contact a librarian near you ;-)

The unbearable whiteness of librarianship

Yep, I’m still harping on that theme of the stark lack of diversity in librarianship. For a profession that claims Diversity as  a core value and declares that “We value our nation’s diversity and strive to reflect that diversity by providing a full spectrum of resources and services to the communities we serve” to be so lacking in diversity is embarrassing.

How far from reflecting our nation’s diversity are we in terms of credentialed librarians? Using the ALA Diversity Counts data and comparing it to US Census data for 2013, and US Census projections for 2060, it is clear to me that we are nowhere close.

There are a few different ways to illustrate the disparities between the racial make-up of credentialed librarians and the current and future US population.

For the visual crowd, a simple bar chart comparing percentage of librarians by race (2010, based on ALA Diversity Counts data), with percentage of US population by race in 2013, and projected percentage of US population by race in 2060:

Bar chart of Racial composition of Librarians vs US Population (2013, 2060)

Racial composition of Librarians vs US Population (2013, 2060)

For those who like pie (and who doesn’t like pie?) try these:

Racial composition of librarians, 2010, pie chart

Racial composition of librarians, 2010

Racial composition of US population, 2013, pie chart

Racial composition of US population, 2013

Projected racial composition of US Population, 2060, pie chart

Projected racial composition of US Population, 2060

Another way to grok just how far we are from reflecting our nation’s diversity is to engage in a simple statistical thought experiment about what it would take for us to achieve a racial composition that reflected the US population. Let’s look at the total number of credentialed librarians as reported by ALA, and see what those numbers would look like if our racial composition reflected our nation:

Total credentialed librarians (2010, ALA Diversity Counts): 118,666

Total White librarians: 104,392
US Census data tells us that whites make up 63% of the US population, so if librarianship reflected the nation’s diversity, there would be only 74,760 white librarians, or nearly 30,000 fewer white librarians than our current numbers.

Total African-American librarians: 6,160
The US Population is 15% African-American, which would translate to a total of 17,800 African-American librarians if we were representative. That’s 11,640 more African-American librarians than we have currently.

Total Latino/a librarians: 3,661
A representative librarianship would be 17% Latino/a, which would equal 20,173 Latino/a librarians, or 16,512 more than our current numbers.

Total Asian/Pacific Islander librarians: 3,260
Asian/Pacific Islanders make up 5.3% of US Population, so we need 6,289 Asian Pacific/Islander librarians, or 3,029 more than we currently have, to be representative.

Total librarians of 2 or more races: 1,008
People of 2 or more races make up 2.4% of the US Population, which would equal 2,848 librarians or 1,840 additional librarians of 2 or more races.

Total Native American (including Alaskan Native) librarians: 185
The US Population is 1.2% Native American (including Alaskan Native), meaning a representative librarianship would include 1,424 Native American (including Alaskan Native) librarians – an increase of 1,239 over current numbers.

Here’s a table comparing the actual racial composition of librarianship with a hypothetical world in which we “reflected our nation’s diversity”, with an extra column to show the sheer change needed to get there:

Racial composition of librarians vs Representative librarianship

Racial composition of librarians vs Representative librarianship

Another way to look at it is to consider a 10 year plan to diversify librarianship. Even pretending that the US population would wait for us to catch up (i.e. if the racial composition of the US stayed steady) we would need to replace nearly 3,000 white librarians every year with over 1,000 African-American librarians, 1,650 Latino/a librarians, 300 Asian/Pacific Islander librarians, 180 multi-racial and 120 Native American/Alaskan Native librarians. A 5 year plan would require double those numbers.

This is not all I have to say on this topic, but it is all I got for today.

P.S. This post is not about the gender disparity in librarianship. That is a whole other topic, and not the one I’m talking about here. Please don’t ask me about gender here. Pretty please.

Working on the “pipeline problem” in librarianship

The lack of diversity in librarianship is stark and well-documented. Before speculating on how to change things, it seems wise to document efforts already in place. Below are some of the efforts I know of to increase diversity in MLS/MLIS programs – in other words, efforts to deal with the “pipeline problem”:

Project IDOL (Increasing Diversity of Librarians):

a collaboration between the Wayne State University School of Library and Information Science and theHistorically Black Colleges and Universities (HBCU) Library AllianceWSU SLIS and the HBCU Library Alliance have received funding from the IMLS Laura Bush 21st Century Librarian Program to increase the diversity of the library profession.  In this 3-year project, the two partner organizations will recruit, mentor, and provide an online Master of Library and Information Science degree to 10 students from historically underrepresented groups in order to achieve greater diversity among practicing library professionals. SLIS will provide the education with its online MLIS format and the HBCU library alliance will assist with recruitment and retention through mentorship of the selected students by library professionals with senior level experience and prior mentorship training.

LAMP (LIS Access Midwest Program):

The LIS Access Midwest Program (LAMP) is a regional network ofacademic libraries and information science schools dedicated to promoting careers within the field of library and information science (LIS). The program accomplishes this goal by encouraging promising under-graduate and incoming graduate students to participate in activities and events designed to increase their awareness of the profession and provide support for subsequent graduate studies in library and information science. LAMP specifically seeks to encourage the participation of students from statistically and historically underrepresented populations in LIS.

i3 (iSchool Inclusion Initiative):

The iSchool Inclusion Institute (i3) is an undergraduate research and leadership development program that prepares students from underrepresented populations for graduate study and careers in the information sciences. Each year 20 undergraduate students from across the country are selected to become i3 Scholars. Those students undertake a year-long experience that includes two summer institutes held at the University of Pittsburgh and a year-long team research project. Although an intensive and challenging program, i3 prepares students for the rigor of graduate study and research in the information sciences. The U.S.-based iSchools value the preparation provided by i3 and actively recruit i3 Scholars to their graduate programs.

Knowledge River:

Knowledge River is a Tucson-based educational experience within the School of information Resources and Library Science (SIRLS) that focuses on educating information professionals who have experience with and are committed to Latino and Native American populations. Knowledge River also fosters understanding of library and information issues from the perspectives of Latino and Native Americans and advocates for culturally sensitive library and information services to these communities.  Since its inception, Knowledge River has become the foremost graduate program for training librarians and information specialists with a focus on Latino and Native American cultural issues. To date, over 145 scholars have graduated from this program. This was and still is a nationally unprecedented milestone that can be attributed to the outstanding support that scholars are provided with.

I’m still pretty new to looking at, writing about, and trying to work on diversity and social justice issues in/of/for libraries, and I confess that I didn’t know about these programs until recently. I thank my twitter colleagues for keeping me honest and informed. If there are programs designed to recruit, retain, and support librarians from underrepresented groups that I’ve left out, please let me know.

I also have to add that although these programs all sound fantastic and deserve support, even combined they barely make a dent in the overall whiteness of librarianship. Also, most of these programs are grant-funded. What would it take to get permanent funding for a really big, consequential diversity initiative in librarianship? I guess that is the big question.



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