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Math Major, the McNair, and Beyond...


By Andrea Pianta '95                         January 20, 1995

This article was written by Andrea Pianta, a '95 math major, who participated in the McNair Program last summer. Here, Andrea tells us a little about herself, being a math major at Dartmouth, and her experience in the McNair Program at UNH last summer. Anyone who is interested in the program is encouraged to contact Andrea for more information and valuable advice.

The last WISP newsletter mentioned the McNair Graduate Opportunity Program as one of its "things to do this summer." Since I was a McNair Fellow last summer, I thought I'd let you know exactly what the program is all about. But first let me introduce myself, so that you know my background.

My name is Andrea Pianta, and I am a '95 math major. I have been involved in several committees on safety during my four years here, as well as one of the people who have been
working on reforming the housing situation. However, my favorite activities have been my most recent ones. Last fall, I spent my leave term on campus and worked full time as a teacher's assistant for Math 1. Since I am interested in some type of career in education, this was a great experience for me. In addition to grading and tutoring, I also attended and assisted with every class. Last year, I was also a Presidential Scholar, which is a two-term research program for juniors in all disciplines. I worked with Professor J. Laurie Snell, doing research for his "Since I was considering applying to graduate school after finishing at Dartmouth, and because this program is particularly designed as a stepping stone to graduate school, I figured it was perfect for me."
Chance (Math 5) class. I spent most of my time writing computer simulation programs in an attempt to see whether or not coincidences can actually be predicted mathematically. I was unable to actually do this, but the process was really interesting nevertheless!

Why Apply?

These two activities, and reading about the program in the WISP newsletter during my junior year, are what lead me to apply for the McNair Graduate Opportunity Program. Since I was considering applying to graduate school after finishing at Dartmouth, and because this program is particularly designed as a stepping stone to graduate school, I figured it was perfect for me. Although the program is now offered at about thirty school across the country, I participated in the one at the University of New Hampshire. The McNair Program is unique because if you apply to McNair at one school and they decide not to accept you, but think you are a strong candidate, they will send you to the next closest program to see if they have room for you! Also, it is important to know that the length of the program varies from school to school, although most are ten-week programs.

The Research

The McNair Program at UNH last summer was made up of fifteen people, whose areas of study encompassed nearly every field. There were six men and nine women, and ten of us lived together in a dorm on UNH's campus. Before arriving at UNH, each of us was paired with a professor, who served as our mentor and advisor over the ten weeks. My mentor was Professor L. David Meeker, and he has the distinction of being the only mathematician in the UNH Glacier Research Group, which is a group of mainly earth scientists and geologists who extract ice cores from Antarctica and analyze their chemical make-up to study climate,
"I discovered over those ten weeks the absolute frustration and joy that both are part of research. It took me nine weeks before I found any significant, unexpected behavior, but once I did, I was ecstatic!" pollution, and catastrophic weather events. My project, therefore, was tied in part to these studies. I was mathematically testing and analyzing various climate models for statistical and characteristic behaviors. My ten weeks were, for the most part, spend in front of a VAX terminal in the Glacier Research Group's lab. I discovered over those ten weeks the absolute frustration and joy that both are part of research. It took me nine weeks before I found any significant, unexpected behavior, but once I did, I was ecstatic!

The Graduate School "Practice"

However, the research is only part of this program . All the fellows spent one day per week together, discussing the trials and tribulations of our research, and also being instructed on graduate school applications, because one major goal of this program is to get people into graduate school. We wrote practice personal statements (in fact, I used mine when I applied to graduate school this fall!), studied for and took practice GREs, and learned the basics on the whole application and acceptance process from people on graduate committees. Finally, we were able to send away for and have assistance in selecting graduate schools which we intended on applying to this fall.

The Colloquium

Finally, at the end of the ten weeks, we had a 2-day colloquium open to the public where each fellow gave a twenty minute presentation on his/her research. Along with this presentation, we were required to hand in a manuscript of our work. Both of these were really rewarding for me. As someone who absolutely hates public speaking, being forced to do this was very helpful. Also, writing the manuscript was good practice, since next year I will hopefully be entering a Ph.D. program in mathematics.

Lasting Benefits

In all, this program was really a great experience. McNair pays for your housing and meals,
"I think that [McNair] has really prepared me for doing graduate work, because I now realize just how frustrating and rewarding and confusing research can be!" and you also receive a stipend. But I think that the most valuable part of it all, at least for me, was the research aspect. Although I had a mentor who was very supportive, he did not hold my hand as I did this research. In fact, he was away for three of the ten weeks! So I had to take a lot of my own initiative and work independently. I think that that has really prepared me for doing graduate work, because I now realize just how frustrating and rewarding and confusing research can be!

I hope that I've given you some idea of what the McNair program is like. I am still involved in the program to date by letting them know where I am applying (and hopefully where I get in) to graduate school, and they help me with applications and recommendations, as well as provide moral support. If you have any questions about McNair that I may not have covered here, or if you would like a program brochure, feel free to blitz me anytime.

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Women in Mathematics: The Addition of Difference
Book Review


By Andrea Pianta '95                         January 20, 1995

The following article is a book review that originally appeared in the Association for Women in Science (AWIS) magazine. The book is by a mathematics professor here at Dartmouth, so take a look! Maybe this would be good summer reading. Information about where the article originally appeared and about AWIS follows the article.

Women in Mathematics: The Addition of Difference. Claudia Henrion. Indiana University Press, Bloomington, 1997. xxxi + 293 pages. Cloth $39.95, ISBN 0-253-33279-6; paperback $16.95, ISBN 0-253-21119-0.

Where Were the Women?

During her doctoral studies in mathematics, author Claudia Henrion met very few women mathematicians. She wondered what life, both professional and private, was like for women who had chosen careers in this traditionally male field. Seeking answers to her questions, she interviewed several prominent women mathematicians. Her primary goal in telling their stories in Women in Mathematics was to defuse negative stereotypes of women and mathematics and thus encourage women to pursue studies in mathematics. Her primary goal in telling their stories in Women in Mathematics was to defuse negative stereotypes of women and mathematics and thus encourage women to pursue studies in mathematics.

However, as she assembled the information from her interviews, two threads emerged that required further consideration. One was the marked rarity of women in mathematics, and the other was that even those women who were highly successful mathematicians often felt like "outsiders" in the mathematics community. Attempting to find the reasons for this apparent resistance to women's presence, Henrion analyzes the assumptions and expectations of the mathematics community about mathematicians and about women.

Community vs. Isolation

Women in Mathematics explores several "myths" about mathematics, and challenges the veracity of each by presenting the experiences of women mathematicians. The myth that "mathematicians work in complete isolation" has some validity, says Henrion, for successful mathematicians often possess a high degree of independence. Yet many of the women interviewed stated that relationships developed within a community were essential to their success, providing "important connections that have had a profound impact on their research and professional life."

Employment was often found through the community. Mary Ellen Rudin, an acknowledged authority in the field of set-theoretic topology, "never applied for a job in her life." Positions, and even a fellowship, were all arranged by contacts in her mathematics community. Karen Uhlenbeck, who has been recognized by a McArthur award and membership in the National Academy of Sciences, feels that a community is essential to provide support when "bad points" or difficult situations are encountered. A community also creates a sense of belonging, especially important for women who often feel
A community also creates a sense of belonging, especially important for women who often feel isolated from the mathematics community itself as well as from their own general community. isolated from the mathematics community itself as well as from their own general community. Linda Keen, professor at Lehman College and at the Graduate Center of the City University of New York, reported that when her child was born, her neighbors thought that she should be a stay-at-home mother rather than pursuing her graduate studies. It was the support of the mathematics community at CUNY that helped her by providing not just a work community but also a social community.

Math & Women: Mutually Exclusive?

Another "myth" dismantled by Henrion is "women and mathematics don't mix." She reports that society in general and the mathematics community assume that one cannot be both a woman and a mathematician. These two attributes are deemed to be incompatible. This belief that women cannot do math has long discouraged women and girls from studying this subject, and excluded them from careers not only in mathematics but also in other sciences that require some proficiency in mathematics. Henrion traces the origin of this myth to the fact that "mathematics has traditionally been identified with the realm of the mind, while women are traditionally associated with bodies, children, hearth, and home." Women who persevered in mathematics were often considered to be aberrations. Several women interviewed by Henrion reported taking great care to keep their personal and professional lives separate. Avoidance of makeup or overly feminine clothing while at work, and attempts to play down pregnancies are recounted.

Math & Activism

"Mathematics and politics don't mix" is another myth exposed in Women in Mathematics. Henrion states, "the topic of women in mathematics--is political," and some women reported that being a woman in mathematics led them to activism, seeking
equal opportunity for and equal treatment of women. Lenore Blum, who has been a professor, a research scientist, an academic administrator, and an activist, began her mathematics career in the early days of the women's movement. Henrion writes, "Her personal experiences fueled her desire to create social and institutional change" so that women entering mathematics careers might find a more equitable environment. In the early 1970s, Blum helped to establish the Association for Women in "Her personal experiences fueled her desire to create social and institutional change" so that women entering mathematics careers might find a more equitable environment.
Mathematics, and she has been involved in the development of many programs, which promote the participation of women in mathematics.

The biographical essays in Women in Mathematics include photographs of each woman, one taken early in her career (see Judy Roitman at age 7) and one contemporary photo. The end-notes and a list of relevant literature provide many citations for further reading.

Henrion concludes her book by noting that mathematics, a human attempt to define quantifiable patterns, can be done in a variety of ways. Thus this science can benefit from the participation of many different people, including women, each bringing unique perspectives to their studies. Women in Mathematics encourages us to continue to work for women's acceptance as equal and welcome members of the mathematics community.

This article originally appeared in the AWIS Magazine (Vol. 27, No. 2). For more information, contact the Association for Women in Science, 1200 New York Ave., NW, Suite 650, Washington, DC 20005, 202-326-8940, e-mail: awis@awis.org, Web: www.awis.org.

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