Increasing Diversity in the Discipline of Statistics: A Workshop and Mentoring Program for Undergraduate Women to Explore Statistics Careers

Abstract

There is currently a lack of diversity in the discipline of statistics. In order to provide opportunities within the discipline of statistics to diverse groups, the present study presents a detailed description and evaluation of a one-credit workshop and mentoring program for undergraduate women interested in exploring opportunities within statistics. The key features of this program include career education, mentoring, and student–faculty interaction. A description of the program, along with key artifacts, is provided as a model for researchers and educators interested in creating similar experiences. The main components of this program were weekly class meetings; weekly reading assignments and written reflection; weekly near-peer mentoring meetings; and a final career portfolio. Initial evaluation of the program is conducted based on student and mentor feedback and results indicate that the program was generally well received. Areas for future work, including additional recruitment efforts and extending the program to additional populations, are explored.

KEYWORDS:

• Statistics education
• diversity
• undergraduate
• mentoring
• career education

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Julie Lorah

Julie Lorah is currently an Assistant Professor at Clemson University. Her research interests include statistics education and its intersection with social justice issues, as well as statistical modeling, particularly the multilevel model and moderation model.