Don’t worry so much about being the right type of science role model

Role models: How do they look? (Source)
[Today we have a wonderful guest post from Marie-Claire Shanahan, continuing the conversation about what makes someone a good role model in science. This post first appeared at Shanahan's science education blog, Boundary Vision, and she has graciously agreed to let us share it here, too. Shanahan is an Associate Professor of Science Education and Science Communication at the University of Alberta where she researches social aspects of science such as how and why students decide to pursue science degrees. She teaches courses in science teaching methods, scientific language and sociology of science. Marie-Claire is also a former middle and high school science and math teacher and was thrilled last week when one of her past sixth grade students emailed to ask for advice on becoming a science teacher. She blogs regularly about science education at Boundary Vision and about her love of science and music at The Finch & Pea.]

What does it mean to be a good role model? Am I a good role model? Playing around with kids at home or in the middle of a science classroom, adults often ask themselves these questions, especially when it come to girls and science. But despite having asked them many times myself, I don’t think they’re the right questions.


Studying how role models influence students shows a process that is much more complicated than it first seems. In some studies, when female students interact with more female professors and peers in science, their own self-concepts in science can be improved [1]. Others studies show that the number of female science teachers  at their school seems to have no effect [2].


Finding just the right type of role model is even more challenging. Do role models have to be female? Do they have to be of the same race as the students? There is often an assumption that even images and stories can change students’ minds about who can do science. If so, does it help to show very feminine women with interests in science like the science cheerleaders? The answer in most of these studies is, almost predictably, yes and no.


Diana Betz and Denise Sekaquaptewa’s recent study “My Fair Physicist: Feminine Math and Science role models demotivate young girls” seems to muddy the waters even further, suggesting that overly feminine role models might actually have a negative effect on students. [3] The study caught my eye when PhD student Sara Callori wrote about it and shared that it made her worry about her own efforts to be a good role model.


Betz and Sekaquaptewa worked with two groups of middle school girls. With the first group (144 girls, mostly 11 and 12 years old) they first asked the girls for their three favourite school subjects and categorized any who said science or math as STEM-identified (STEM: Science, Technology, Engineering and Math). All of the girls then read articles about three role models. Some were science/math role models and some were general role models (i.e., described as generally successful students). 


The researchers mixed things even further so that some of the role models were purposefully feminine (e.g., shown wearing pink and saying they were interested in fashion magazines) and others were supposedly neutral (e.g., shown wearing dark colours and glasses and enjoying reading).* There were feminine and neutral examples for both STEM and non-STEM role models. After the girls read the three articles, the researchers asked them about their future plans to study math and their current perceptions of their abilities and interest in math.**


For the  most part, the results were as expected. The STEM-identified girls showed more interest in studying math in the future (not really a surprise since they’d already said math and science were their favourite subjects) and the role models didn’t seem to have any effect. Their minds were, for the most part, already made up.


What about the non-STEM identified girls, did the role models help them? It’s hard to tell exactly because the researchers didn’t measure the girls’ desire to study math before reading about the role models.  It seems though that reading about feminine science role models took away from their desire to study math both in the present and the future. Those who were non-STEM identified and read about feminine STEM role models rated their interest significantly lower than other non-STEM identified girls who read about neutral STEM role models and about non-STEM role models. A little bit surprising was the additional finding that the feminine role models also seemed to lower STEM-identified girls current interest in math (though not their future interest).


The authors argue that the issue is unattainability. Other studies have shown that role models can sometimes be intimidating. They can actually turn students off if they seem too successful, such that their career or life paths seem out of reach, or if students can write them off as being much more talented or lucky than themselves. Betz and Sekaquaptewa suggest that the femininity of the role models made them seem doubly successful and therefore even more out of the students’ reach.

The second part of the study was designed to answer this question but is much weaker in design so it’s difficult to say what it adds to the discussion. They used a similar design but with only the STEM role models, feminine and non-feminine (and only 42 students, 20% of whom didn’t receive part of the questionnaire due to an error). The only difference was instead of asking about students interest in studying math they tried to look at the combination of femininity and math success by asking two questions:

  1. “How likely do you think it is that you could be both as successful in math/science AND as feminine or girly as these students by the end of high school?” (p. 5)
  2. “Do being good at math and being girly go together?” (p. 5)

Honestly, it’s at this point that the study loses me. The first question has serious validity issues (and nowhere in the study is the validity of the outcome measures established). First, there are different ways to interpret the question and for students to decide on a rating. A low rating could mean a student doesn’t think they’ll succeed in science even if they really want to. A low rating could also mean that a student has no interest in femininity and rejects the very idea of being successful at both. These are very different things and make the results almost impossible to interpret. 

Second these “successes” are likely different in kind. Succeeding in academics is time dependent and it makes sense to ask young students if they aspire to be successful in science. Feminine identity is less future oriented and more likely to be seen as a trait rather a skill that is developed. It probably doesn’t make sense to ask students if they aspire to be more feminine, especially when femininity has been defined as liking fashion magazines and wearing pink.

Question: Dear student, do you aspire to grow up to wear more pink? 

Answer (regardless of femininity): Um, that’s a weird question.

With these questions, they found that non-STEM identified girls rated themselves as unlikely to match the dual success of the feminine STEM role models. Because of the problems with the items though, it’s difficult to say what that means. The authors do raise an interesting question about unattainability, though, and I hope they’ll continue to look for ways to explore it further.

So, should graduate students like Sara Callori be worried? Like lots of researchers who care deeply about science, Sara expressed a commendable and strong desire to make a contribution to inspiring young women in physics (a field that continues to have a serious gender imbalance). She writes about her desire to encourage young students and be a good role model:

When I made the decision to go into graduate school for physics, however, my outlook changed. I wanted to be someone who bucked the stereotype: a fashionable, fun, young woman who also is a successful physicist. I thought that if I didn’t look like the stereotypical physicist, I could be someone that was a role model to younger students by demonstrating an alternative to the stereotype of who can be a scientist. …This study also unsettled me on a personal level. I’ve long desired to be a role model to younger students. I enjoy sharing the excitement of physics, especially with those who might be turned away from the subject because of stereotypes or negative perceptions. I always thought that by being outgoing, fun, and yes, feminine would enable me to reach students who see physics as the domain of old white men. These results have me questioning myself, which can only hurt my outreach efforts by making me more self conscious about them. They make me wonder if I have to be disingenuous about who I am in order to avoid being seen as “too feminine” for physics.

To everyone who has felt this way, my strong answer is: NO, please don’t let this dissuade you from outreach efforts. Despite results like this, when studies look at the impact of role models in comparison to other influences, relationships always win over symbols. The role models that make a difference are not the people that kids read about in magazines or that visit their classes for a short period of time. The role models, really mentors, that matter are people in students’ lives: teachers, parents, peers, neighbours, camp leaders, and class volunteers. And for the most part it doesn’t depend on their gender or even their educational success. What matters is how they interact with and support the students. 
Good role models are there for students, they believe in their abilities and help them explore their own interests.

My advice? Don’t worry about how feminine or masculine you are or if you have the right characteristics to be a role model, just get out there and get to know the kids you want to encourage. Think about what you can do to build their self-confidence in science or to help them find a topic they are passionate about. When it comes to making the most of the interactions you have with science students, there are a few tips for success (and none of them hinge on wearing or not wearing pink):

§   Be supportive and encouraging of students’ interest in science. Take their ideas and aspirations seriously and let them know that you believe in them. This turns out to be by far one of the most powerful influences in people pursuing science. If you do one thing in your interactions with students, make it this.

§  Share with students why you love doing science. What are the benefits of being a scientist such as contributing to improving people’s lives or in solving difficult problems? Students often desire careers that meet these characteristics of personal satisfaction but don’t always realize that being a scientist can be like that.

§  Don’t hide the fact that there are gender differences in participation in some areas of science (especially physics and engineering). Talk honestly with students about it, being sure to emphasize that differences in ability are NOT the reason for the discrepancies. Talk, for example, about evidence that girls are not given as many opportunities to explore and play with mechanical objects and ask them for their ideas about why some people choose these sciences and others don’t.
There are so many ways to encourage and support students in science, don’t waste time worrying about being the perfect role model. If you’re genuinely interested in taking time to connect with students, you are already the right type.
__________________________________________________________

* There are of course immediate questions about how well supported these are as feminine characteristics but I’m willing to allow the researchers that they could probably only choose a few characteristics and had to try to find things that would seem immediately feminine to 11-12 year olds. I still think it’s a shallow treatment of femininity, one that disregards differences in cultural and class definitions of femininity. (And I may or may not still be trying to sort out my feelings about being their gender neutral stereotype, says she wearing grey with large frame glasses and a stack of books beside her).

**The researchers unfortunately did not distinguish between science and math, using them interchangeably despite large differences in gender representation and connections to femininity between biological sciences, physical sciences, math and various branches of engineering.

[1] Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STEMing the tide: Using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM).Journal of Personality and Social Psychology, 100, 255-270.

[2] Gilmartin, S., Denson, N., Li, E., Bryant, A., & Aschbacher, P. (2007). Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students’ science identities.Journal of Research in Science Teaching, 44, 980–1009.

[3] Betz, D., & Sekaquaptewa, D. (2012). My Fair Physicist? Feminine Math and Science Role Models Demotivate Young Girls Social Psychological and Personality Science DOI: 10.1177/1948550612440735


Further Reading

Buck, G. A., Leslie-Pelecky, D., & Kirby, S. K. (2002). Bringing female scientists into the elementary classroom: Confronting the strength of elementary students’ stereotypical images of scientists. Journal of Elementary Science Education, 14(2), 1-9.

Buck, G. A., Plano Clark, V. L., Leslie-Pelecky, D., Lu, Y., & Cerda-Lizarraga, P. (2008). Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach. Science Education, 92, 2–20.

Cleaves, A. (2005). The formation of science choices in secondary school.International Journal of Science Education, 27, 471–486.

Ratelle, C.F., Larose, S., Guay, F., & Senecal, C. (2005). Perceptions of parental involvement and support as predictors of college students’ persistence in a science curriculum. Journal of Family Psychology, 19, 286–293.

Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42, 70–83.

Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. (2011). STEMing the tide: Using ingroup experts to inoculate women’s self-concept and professional goals in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100,255–270.


Diversity in Science Carnival #14: Women’s History Month–Exploring the role of women in the STEM enterprise

Women in Science, via the Smithsonian.

“We must believe that we are gifted for something.” Marie Curie

Image of a real Rosie the Riveter from the
Women’s History Month site.
It’s tempting to cast the role of women in STEM (Science, Technology, Engineering, and Math) as one of struggles and battles because of their sex, rather than as one of contributions because of their minds. But for Women’s History Month and this Diversity in Science Carnival #14, our focus is the role of women in the enterprise of STEM. There’s more to a woman than her sex and her struggles in science–there is, after all, the enormous body of work women have contributed to science.

 

Our history is ongoing, but we can start with a look back. Thanks to the efforts of the Smithsonian Institution Archives, we can put faces to the names of some of the female STEMmers of history. In a presentation of photographs in an 8 by 9 space, we can see the images of 72 women who contributed to the enterprise of STEM, many of them involved with the Smithsonian in some capacity. As their clothes and the dates on the photos tell us, these women were doing their work in a time when most women didn’t even wear pants.  
Some are Big Names–you’ve probably heard of Marie Curie. But others are like many of us, women working in the trenches of science, contributing to the enterprise of STEM in ways big and small. Women like Arlene Frances Fung, whose bio tells us she was born in Trinidad, went to medical school in Ireland, and by 1968 was engaged in chromosome research at a cancer institute in Philadelphia. From Trinidad to cancer research, her story is one of the millions we could tell about women’s historical contributions to science, if only we could find them all. But here there are 72, and we encourage you to click on each image, look at their direct gazes, ponder how their interest in science and knowledge trumped the heavy pressures of social mores, and discover the contributions these 72 women made, each on her own “little two inches wide of ivory.”

For more on historical and current women in science, you can also see Double X Science’s “Notable Women in Science” series, curated by Adrienne Roehrich.

And then there are the women STEMmers of today, who likely are, according to blogger Emma Leedham writing at her blog Pipettes and Paintbrushes, still underpaid. Leedham also mulls here what constitutes a role model for women–does it require being both a woman and a scientist, or one or the other?

Laurel L. James
Laurel L. James, writing at the University of Washington blog for the school’s SACNAS student chapter, answers with her post, “To identify my role as a woman in science: I must first honor my mother, my family and my past.” Her mother was the first “Miss Indian America,” and Laurel is a self-described non-traditional student at the school, where she is a graduate student in forest resources. She traces her journey to science, one that involved role models who were not scientists but who, as she writes, showed her “how to hang onto the things that are important with the expectation of getting something in return all the while, persevering and knowing who you are; while walking with grace and dignity.” I’d hazard that these words describe many a woman who has moved against the currents of her society to contribute something to the sciences.

A great site, Steminist.com, which features the “voices of women in science, tech, engineering, and math,” runs a series of interviews with modern-day STEMmers, including Double X Science’s own Jeanne Garbarino, and Naadiya Moosajee, an engineer and cofounder of South African Women in Engineering. You can follow Naadiya on Twitter here. Steminist is also running their version of March Madness, except that in honor of Women’s History Month, we can choose “Which historical women in STEM rock (our) world.” The 64 historical STEMinists in the tourney are listed here and include Emily Warren Robling (left), who took over completion of the Brooklyn Bridge when her husband’s health prevented his doing so; she is known as the first woman field engineer. Double X Science also has a series about today’s women in science, Double Xpression, which you can find here.

Today, you can find a woman–or many women–in STEM just about anywhere you look, whether it is as a government scientist at NOAA like Melanie Harrison, PhD, or at NASA. It hasn’t always been that way, and it can still be better. But women have always been a presence in STEM. In the 18thand 19th centuries, astronomer Caroline Herschellabored away through the dark hours of just about every night of her adult life, tracking the night sky. Today, women continue these labors, and STEM wouldn’t be what it is today without women like Herschel willing to stay up all night with the skies or spend days on end in the field or lean over a microscope for hours just to add a tiny bit more to what we know about our world and our universe.

                            

Caroline Herschel
For women in science, we’re there–at night, in the lab, in the field–because we love science. But as the non-science role models seem to tell us, we stick to it–and can stick with it–because we had role models in and out of science who showed us that regardless of our goals, our attitudes and willingness to move forward in spite of obstacles are really what drive us to success in STEM careers. Among the links I received for this carnival was one to Science Club for Girls, which is sponsoring a “Letter to My Young Self” roundup for Women’s History Month. The letters I’ve read invariably have that “stick with it” message, but one stood out for me, and I close with a quote from it.

It’s a letter by Chitra Thakur-Mahadik, who earned her PhD in biochemistry and hemoglobinopathy from the University of Mumbai and served as staff scientist a Mumbai children’s hospital for 25 years. She wrote to her younger, “partially sighted” self that, “The future is ahead and it is not bad!” She goes on to say, “Be fearless but be compassionate to yourself and others… be brave, keep your eyes and ears open and face the world happily. What if there are limitations? Work through them with awareness. –Yours, Chitra”
Links and resources for women in STEM, courtesy of D.N. Lee

Stay tuned for the April Diversity in Science Carnival #15: Confronting the Imposter Syndrome. This topic promises to resonate for many groups in science. I’m pretty sure we’ve all felt at least of twinge of imposter syndrome at some point in our education and careers.  Your editor for this carnival will be the inimitable Scicurious, who  blogs at Scientific American and Scientopia.




UPDATE: Carnival #15 is now available! Go read about imposter syndrome, why it happens, who has it, and what you can do about it. 

By Emily Willingham, DXS managing editor 

Biology Explainer: The big 4 building blocks of life–carbohydrates, fats, proteins, and nucleic acids

The short version
  • The four basic categories of molecules for building life are carbohydrates, lipids, proteins, and nucleic acids.
  • Carbohydrates serve many purposes, from energy to structure to chemical communication, as monomers or polymers.
  • Lipids, which are hydrophobic, also have different purposes, including energy storage, structure, and signaling.
  • Proteins, made of amino acids in up to four structural levels, are involved in just about every process of life.                                                                                                      
  • The nucleic acids DNA and RNA consist of four nucleotide building blocks, and each has different purposes.
The longer version
Life is so diverse and unwieldy, it may surprise you to learn that we can break it down into four basic categories of molecules. Possibly even more implausible is the fact that two of these categories of large molecules themselves break down into a surprisingly small number of building blocks. The proteins that make up all of the living things on this planet and ensure their appropriate structure and smooth function consist of only 20 different kinds of building blocks. Nucleic acids, specifically DNA, are even more basic: only four different kinds of molecules provide the materials to build the countless different genetic codes that translate into all the different walking, swimming, crawling, oozing, and/or photosynthesizing organisms that populate the third rock from the Sun.

                                                  

Big Molecules with Small Building Blocks

The functional groups, assembled into building blocks on backbones of carbon atoms, can be bonded together to yield large molecules that we classify into four basic categories. These molecules, in many different permutations, are the basis for the diversity that we see among living things. They can consist of thousands of atoms, but only a handful of different kinds of atoms form them. It’s like building apartment buildings using a small selection of different materials: bricks, mortar, iron, glass, and wood. Arranged in different ways, these few materials can yield a huge variety of structures.

We encountered functional groups and the SPHONC in Chapter 3. These components form the four categories of molecules of life. These Big Four biological molecules are carbohydrates, lipids, proteins, and nucleic acids. They can have many roles, from giving an organism structure to being involved in one of the millions of processes of living. Let’s meet each category individually and discover the basic roles of each in the structure and function of life.
Carbohydrates

You have met carbohydrates before, whether you know it or not. We refer to them casually as “sugars,” molecules made of carbon, hydrogen, and oxygen. A sugar molecule has a carbon backbone, usually five or six carbons in the ones we’ll discuss here, but it can be as few as three. Sugar molecules can link together in pairs or in chains or branching “trees,” either for structure or energy storage.

When you look on a nutrition label, you’ll see reference to “sugars.” That term includes carbohydrates that provide energy, which we get from breaking the chemical bonds in a sugar called glucose. The “sugars” on a nutrition label also include those that give structure to a plant, which we call fiber. Both are important nutrients for people.

Sugars serve many purposes. They give crunch to the cell walls of a plant or the exoskeleton of a beetle and chemical energy to the marathon runner. When attached to other molecules, like proteins or fats, they aid in communication between cells. But before we get any further into their uses, let’s talk structure.

The sugars we encounter most in basic biology have their five or six carbons linked together in a ring. There’s no need to dive deep into organic chemistry, but there are a couple of essential things to know to interpret the standard representations of these molecules.

Check out the sugars depicted in the figure. The top-left molecule, glucose, has six carbons, which have been numbered. The sugar to its right is the same glucose, with all but one “C” removed. The other five carbons are still there but are inferred using the conventions of organic chemistry: Anywhere there is a corner, there’s a carbon unless otherwise indicated. It might be a good exercise for you to add in a “C” over each corner so that you gain a good understanding of this convention. You should end up adding in five carbon symbols; the sixth is already given because that is conventionally included when it occurs outside of the ring.

On the left is a glucose with all of its carbons indicated. They’re also numbered, which is important to understand now for information that comes later. On the right is the same molecule, glucose, without the carbons indicated (except for the sixth one). Wherever there is a corner, there is a carbon, unless otherwise indicated (as with the oxygen). On the bottom left is ribose, the sugar found in RNA. The sugar on the bottom right is deoxyribose. Note that at carbon 2 (*), the ribose and deoxyribose differ by a single oxygen.

The lower left sugar in the figure is a ribose. In this depiction, the carbons, except the one outside of the ring, have not been drawn in, and they are not numbered. This is the standard way sugars are presented in texts. Can you tell how many carbons there are in this sugar? Count the corners and don’t forget the one that’s already indicated!

If you said “five,” you are right. Ribose is a pentose (pent = five) and happens to be the sugar present in ribonucleic acid, or RNA. Think to yourself what the sugar might be in deoxyribonucleic acid, or DNA. If you thought, deoxyribose, you’d be right.

The fourth sugar given in the figure is a deoxyribose. In organic chemistry, it’s not enough to know that corners indicate carbons. Each carbon also has a specific number, which becomes important in discussions of nucleic acids. Luckily, we get to keep our carbon counting pretty simple in basic biology. To count carbons, you start with the carbon to the right of the non-carbon corner of the molecule. The deoxyribose or ribose always looks to me like a little cupcake with a cherry on top. The “cherry” is an oxygen. To the right of that oxygen, we start counting carbons, so that corner to the right of the “cherry” is the first carbon. Now, keep counting. Here’s a little test: What is hanging down from carbon 2 of the deoxyribose?

If you said a hydrogen (H), you are right! Now, compare the deoxyribose to the ribose. Do you see the difference in what hangs off of the carbon 2 of each sugar? You’ll see that the carbon 2 of ribose has an –OH, rather than an H. The reason the deoxyribose is called that is because the O on the second carbon of the ribose has been removed, leaving a “deoxyed” ribose. This tiny distinction between the sugars used in DNA and RNA is significant enough in biology that we use it to distinguish the two nucleic acids.

In fact, these subtle differences in sugars mean big differences for many biological molecules. Below, you’ll find a couple of ways that apparently small changes in a sugar molecule can mean big changes in what it does. These little changes make the difference between a delicious sugar cookie and the crunchy exoskeleton of a dung beetle.

Sugar and Fuel

A marathon runner keeps fuel on hand in the form of “carbs,” or sugars. These fuels provide the marathoner’s straining body with the energy it needs to keep the muscles pumping. When we take in sugar like this, it often comes in the form of glucose molecules attached together in a polymer called starch. We are especially equipped to start breaking off individual glucose molecules the minute we start chewing on a starch.

Double X Extra: A monomer is a building block (mono = one) and a polymer is a chain of monomers. With a few dozen monomers or building blocks, we get millions of different polymers. That may sound nutty until you think of the infinity of values that can be built using only the numbers 0 through 9 as building blocks or the intricate programming that is done using only a binary code of zeros and ones in different combinations.

Our bodies then can rapidly take the single molecules, or monomers, into cells and crack open the chemical bonds to transform the energy for use. The bonds of a sugar are packed with chemical energy that we capture to build a different kind of energy-containing molecule that our muscles access easily. Most species rely on this process of capturing energy from sugars and transforming it for specific purposes.

Polysaccharides: Fuel and Form

Plants use the Sun’s energy to make their own glucose, and starch is actually a plant’s way of storing up that sugar. Potatoes, for example, are quite good at packing away tons of glucose molecules and are known to dieticians as a “starchy” vegetable. The glucose molecules in starch are packed fairly closely together. A string of sugar molecules bonded together through dehydration synthesis, as they are in starch, is a polymer called a polysaccharide (poly = many; saccharide = sugar). When the monomers of the polysaccharide are released, as when our bodies break them up, the reaction that releases them is called hydrolysis.

Double X Extra: The specific reaction that hooks one monomer to another in a covalent bond is called dehydration synthesis because in making the bond–synthesizing the larger molecule–a molecule of water is removed (dehydration). The reverse is hydrolysis (hydro = water; lysis = breaking), which breaks the covalent bond by the addition of a molecule of water.

Although plants make their own glucose and animals acquire it by eating the plants, animals can also package away the glucose they eat for later use. Animals, including humans, store glucose in a polysaccharide called glycogen, which is more branched than starch. In us, we build this energy reserve primarily in the liver and access it when our glucose levels drop.

Whether starch or glycogen, the glucose molecules that are stored are bonded together so that all of the molecules are oriented the same way. If you view the sixth carbon of the glucose to be a “carbon flag,” you’ll see in the figure that all of the glucose molecules in starch are oriented with their carbon flags on the upper left.

The orientation of monomers of glucose in polysaccharides can make a big difference in the use of the polymer. The glucoses in the molecule on the top are all oriented “up” and form starch. The glucoses in the molecule on the bottom alternate orientation to form cellulose, which is quite different in its function from starch.

Storing up sugars for fuel and using them as fuel isn’t the end of the uses of sugar. In fact, sugars serve as structural molecules in a huge variety of organisms, including fungi, bacteria, plants, and insects.

The primary structural role of a sugar is as a component of the cell wall, giving the organism support against gravity. In plants, the familiar old glucose molecule serves as one building block of the plant cell wall, but with a catch: The molecules are oriented in an alternating up-down fashion. The resulting structural sugar is called cellulose.

That simple difference in orientation means the difference between a polysaccharide as fuel for us and a polysaccharide as structure. Insects take it step further with the polysaccharide that makes up their exoskeleton, or outer shell. Once again, the building block is glucose, arranged as it is in cellulose, in an alternating conformation. But in insects, each glucose has a little extra added on, a chemical group called an N-acetyl group. This addition of a single functional group alters the use of cellulose and turns it into a structural molecule that gives bugs that special crunchy sound when you accidentally…ahem…step on them.

These variations on the simple theme of a basic carbon-ring-as-building-block occur again and again in biological systems. In addition to serving roles in structure and as fuel, sugars also play a role in function. The attachment of subtly different sugar molecules to a protein or a lipid is one way cells communicate chemically with one another in refined, regulated interactions. It’s as though the cells talk with each other using a specialized, sugar-based vocabulary. Typically, cells display these sugary messages to the outside world, making them available to other cells that can recognize the molecular language.

Lipids: The Fatty Trifecta

Starch makes for good, accessible fuel, something that we immediately attack chemically and break up for quick energy. But fats are energy that we are supposed to bank away for a good long time and break out in times of deprivation. Like sugars, fats serve several purposes, including as a dense source of energy and as a universal structural component of cell membranes everywhere.

Fats: the Good, the Bad, the Neutral

Turn again to a nutrition label, and you’ll see a few references to fats, also known as lipids. (Fats are slightly less confusing that sugars in that they have only two names.) The label may break down fats into categories, including trans fats, saturated fats, unsaturated fats, and cholesterol. You may have learned that trans fats are “bad” and that there is good cholesterol and bad cholesterol, but what does it all mean?

Let’s start with what we mean when we say saturated fat. The question is, saturated with what? There is a specific kind of dietary fat call the triglyceride. As its name implies, it has a structural motif in which something is repeated three times. That something is a chain of carbons and hydrogens, hanging off in triplicate from a head made of glycerol, as the figure shows.  Those three carbon-hydrogen chains, or fatty acids, are the “tri” in a triglyceride. Chains like this can be many carbons long.

Double X Extra: We call a fatty acid a fatty acid because it’s got a carboxylic acid attached to a fatty tail. A triglyceride consists of three of these fatty acids attached to a molecule called glycerol. Our dietary fat primarily consists of these triglycerides.

Triglycerides come in several forms. You may recall that carbon can form several different kinds of bonds, including single bonds, as with hydrogen, and double bonds, as with itself. A chain of carbon and hydrogens can have every single available carbon bond taken by a hydrogen in single covalent bond. This scenario of hydrogen saturation yields a saturated fat. The fat is saturated to its fullest with every covalent bond taken by hydrogens single bonded to the carbons.

Saturated fats have predictable characteristics. They lie flat easily and stick to each other, meaning that at room temperature, they form a dense solid. You will realize this if you find a little bit of fat on you to pinch. Does it feel pretty solid? That’s because animal fat is saturated fat. The fat on a steak is also solid at room temperature, and in fact, it takes a pretty high heat to loosen it up enough to become liquid. Animals are not the only organisms that produce saturated fat–avocados and coconuts also are known for their saturated fat content.

The top graphic above depicts a triglyceride with the glycerol, acid, and three hydrocarbon tails. The tails of this saturated fat, with every possible hydrogen space occupied, lie comparatively flat on one another, and this kind of fat is solid at room temperature. The fat on the bottom, however, is unsaturated, with bends or kinks wherever two carbons have double bonded, booting a couple of hydrogens and making this fat unsaturated, or lacking some hydrogens. Because of the space between the bumps, this fat is probably not solid at room temperature, but liquid.

You can probably now guess what an unsaturated fat is–one that has one or more hydrogens missing. Instead of single bonding with hydrogens at every available space, two or more carbons in an unsaturated fat chain will form a double bond with carbon, leaving no space for a hydrogen. Because some carbons in the chain share two pairs of electrons, they physically draw closer to one another than they do in a single bond. This tighter bonding result in a “kink” in the fatty acid chain.

In a fat with these kinks, the three fatty acids don’t lie as densely packed with each other as they do in a saturated fat. The kinks leave spaces between them. Thus, unsaturated fats are less dense than saturated fats and often will be liquid at room temperature. A good example of a liquid unsaturated fat at room temperature is canola oil.

A few decades ago, food scientists discovered that unsaturated fats could be resaturated or hydrogenated to behave more like saturated fats and have a longer shelf life. The process of hydrogenation–adding in hydrogens–yields trans fat. This kind of processed fat is now frowned upon and is being removed from many foods because of its associations with adverse health effects. If you check a food label and it lists among the ingredients “partially hydrogenated” oils, that can mean that the food contains trans fat.

Double X Extra: A triglyceride can have up to three different fatty acids attached to it. Canola oil, for example, consists primarily of oleic acid, linoleic acid, and linolenic acid, all of which are unsaturated fatty acids with 18 carbons in their chains.

Why do we take in fat anyway? Fat is a necessary nutrient for everything from our nervous systems to our circulatory health. It also, under appropriate conditions, is an excellent way to store up densely packaged energy for the times when stores are running low. We really can’t live very well without it.

Phospholipids: An Abundant Fat

You may have heard that oil and water don’t mix, and indeed, it is something you can observe for yourself. Drop a pat of butter–pure saturated fat–into a bowl of water and watch it just sit there. Even if you try mixing it with a spoon, it will just sit there. Now, drop a spoon of salt into the water and stir it a bit. The salt seems to vanish. You’ve just illustrated the difference between a water-fearing (hydrophobic) and a water-loving (hydrophilic) substance.

Generally speaking, compounds that have an unequal sharing of electrons (like ions or anything with a covalent bond between oxygen and hydrogen or nitrogen and hydrogen) will be hydrophilic. The reason is that a charge or an unequal electron sharing gives the molecule polarity that allows it to interact with water through hydrogen bonds. A fat, however, consists largely of hydrogen and carbon in those long chains. Carbon and hydrogen have roughly equivalent electronegativities, and their electron-sharing relationship is relatively nonpolar. Fat, lacking in polarity, doesn’t interact with water. As the butter demonstrated, it just sits there.

There is one exception to that little maxim about fat and water, and that exception is the phospholipid. This lipid has a special structure that makes it just right for the job it does: forming the membranes of cells. A phospholipid consists of a polar phosphate head–P and O don’t share equally–and a couple of nonpolar hydrocarbon tails, as the figure shows. If you look at the figure, you’ll see that one of the two tails has a little kick in it, thanks to a double bond between the two carbons there.

Phospholipids form a double layer and are the major structural components of cell membranes. Their bend, or kick, in one of the hydrocarbon tails helps ensure fluidity of the cell membrane. The molecules are bipolar, with hydrophilic heads for interacting with the internal and external watery environments of the cell and hydrophobic tails that help cell membranes behave as general security guards.

The kick and the bipolar (hydrophobic and hydrophilic) nature of the phospholipid make it the perfect molecule for building a cell membrane. A cell needs a watery outside to survive. It also needs a watery inside to survive. Thus, it must face the inside and outside worlds with something that interacts well with water. But it also must protect itself against unwanted intruders, providing a barrier that keeps unwanted things out and keeps necessary molecules in.

Phospholipids achieve it all. They assemble into a double layer around a cell but orient to allow interaction with the watery external and internal environments. On the layer facing the inside of the cell, the phospholipids orient their polar, hydrophilic heads to the watery inner environment and their tails away from it. On the layer to the outside of the cell, they do the same.
As the figure shows, the result is a double layer of phospholipids with each layer facing a polar, hydrophilic head to the watery environments. The tails of each layer face one another. They form a hydrophobic, fatty moat around a cell that serves as a general gatekeeper, much in the way that your skin does for you. Charged particles cannot simply slip across this fatty moat because they can’t interact with it. And to keep the fat fluid, one tail of each phospholipid has that little kick, giving the cell membrane a fluid, liquidy flow and keeping it from being solid and unforgiving at temperatures in which cells thrive.

Steroids: Here to Pump You Up?

Our final molecule in the lipid fatty trifecta is cholesterol. As you may have heard, there are a few different kinds of cholesterol, some of which we consider to be “good” and some of which is “bad.” The good cholesterol, high-density lipoprotein, or HDL, in part helps us out because it removes the bad cholesterol, low-density lipoprotein or LDL, from our blood. The presence of LDL is associated with inflammation of the lining of the blood vessels, which can lead to a variety of health problems.

But cholesterol has some other reasons for existing. One of its roles is in the maintenance of cell membrane fluidity. Cholesterol is inserted throughout the lipid bilayer and serves as a block to the fatty tails that might otherwise stick together and become a bit too solid.

Cholesterol’s other starring role as a lipid is as the starting molecule for a class of hormones we called steroids or steroid hormones. With a few snips here and additions there, cholesterol can be changed into the steroid hormones progesterone, testosterone, or estrogen. These molecules look quite similar, but they play very different roles in organisms. Testosterone, for example, generally masculinizes vertebrates (animals with backbones), while progesterone and estrogen play a role in regulating the ovulatory cycle.

Double X Extra: A hormone is a blood-borne signaling molecule. It can be lipid based, like testosterone, or short protein, like insulin.

Proteins

As you progress through learning biology, one thing will become more and more clear: Most cells function primarily as protein factories. It may surprise you to learn that proteins, which we often talk about in terms of food intake, are the fundamental molecule of many of life’s processes. Enzymes, for example, form a single broad category of proteins, but there are millions of them, each one governing a small step in the molecular pathways that are required for living.

Levels of Structure

Amino acids are the building blocks of proteins. A few amino acids strung together is called a peptide, while many many peptides linked together form a polypeptide. When many amino acids strung together interact with each other to form a properly folded molecule, we call that molecule a protein.

For a string of amino acids to ultimately fold up into an active protein, they must first be assembled in the correct order. The code for their assembly lies in the DNA, but once that code has been read and the amino acid chain built, we call that simple, unfolded chain the primary structure of the protein.

This chain can consist of hundreds of amino acids that interact all along the sequence. Some amino acids are hydrophobic and some are hydrophilic. In this context, like interacts best with like, so the hydrophobic amino acids will interact with one another, and the hydrophilic amino acids will interact together. As these contacts occur along the string of molecules, different conformations will arise in different parts of the chain. We call these different conformations along the amino acid chain the protein’s secondary structure.

Once those interactions have occurred, the protein can fold into its final, or tertiary structure and be ready to serve as an active participant in cellular processes. To achieve the tertiary structure, the amino acid chain’s secondary interactions must usually be ongoing, and the pH, temperature, and salt balance must be just right to facilitate the folding. This tertiary folding takes place through interactions of the secondary structures along the different parts of the amino acid chain.

The final product is a properly folded protein. If we could see it with the naked eye, it might look a lot like a wadded up string of pearls, but that “wadded up” look is misleading. Protein folding is a carefully regulated process that is determined at its core by the amino acids in the chain: their hydrophobicity and hydrophilicity and how they interact together.

In many instances, however, a complete protein consists of more than one amino acid chain, and the complete protein has two or more interacting strings of amino acids. A good example is hemoglobin in red blood cells. Its job is to grab oxygen and deliver it to the body’s tissues. A complete hemoglobin protein consists of four separate amino acid chains all properly folded into their tertiary structures and interacting as a single unit. In cases like this involving two or more interacting amino acid chains, we say that the final protein has a quaternary structure. Some proteins can consist of as many as a dozen interacting chains, behaving as a single protein unit.

A Plethora of Purposes

What does a protein do? Let us count the ways. Really, that’s almost impossible because proteins do just about everything. Some of them tag things. Some of them destroy things. Some of them protect. Some mark cells as “self.” Some serve as structural materials, while others are highways or motors. They aid in communication, they operate as signaling molecules, they transfer molecules and cut them up, they interact with each other in complex, interrelated pathways to build things up and break things down. They regulate genes and package DNA, and they regulate and package each other.

As described above, proteins are the final folded arrangement of a string of amino acids. One way we obtain these building blocks for the millions of proteins our bodies make is through our diet. You may hear about foods that are high in protein or people eating high-protein diets to build muscle. When we take in those proteins, we can break them apart and use the amino acids that make them up to build proteins of our own.

Nucleic Acids

How does a cell know which proteins to make? It has a code for building them, one that is especially guarded in a cellular vault in our cells called the nucleus. This code is deoxyribonucleic acid, or DNA. The cell makes a copy of this code and send it out to specialized structures that read it and build proteins based on what they read. As with any code, a typo–a mutation–can result in a message that doesn’t make as much sense. When the code gets changed, sometimes, the protein that the cell builds using that code will be changed, too.

Biohazard!The names associated with nucleic acids can be confusing because they all start with nucle-. It may seem obvious or easy now, but a brain freeze on a test could mix you up. You need to fix in your mind that the shorter term (10 letters, four syllables), nucleotide, refers to the smaller molecule, the three-part building block. The longer term (12 characters, including the space, and five syllables), nucleic acid, which is inherent in the names DNA and RNA, designates the big, long molecule.

DNA vs. RNA: A Matter of Structure

DNA and its nucleic acid cousin, ribonucleic acid, or RNA, are both made of the same kinds of building blocks. These building blocks are called nucleotides. Each nucleotide consists of three parts: a sugar (ribose for RNA and deoxyribose for DNA), a phosphate, and a nitrogenous base. In DNA, every nucleotide has identical sugars and phosphates, and in RNA, the sugar and phosphate are also the same for every nucleotide.

So what’s different? The nitrogenous bases. DNA has a set of four to use as its coding alphabet. These are the purines, adenine and guanine, and the pyrimidines, thymine and cytosine. The nucleotides are abbreviated by their initial letters as A, G, T, and C. From variations in the arrangement and number of these four molecules, all of the diversity of life arises. Just four different types of the nucleotide building blocks, and we have you, bacteria, wombats, and blue whales.

RNA is also basic at its core, consisting of only four different nucleotides. In fact, it uses three of the same nitrogenous bases as DNA–A, G, and C–but it substitutes a base called uracil (U) where DNA uses thymine. Uracil is a pyrimidine.

DNA vs. RNA: Function Wars

An interesting thing about the nitrogenous bases of the nucleotides is that they pair with each other, using hydrogen bonds, in a predictable way. An adenine will almost always bond with a thymine in DNA or a uracil in RNA, and cytosine and guanine will almost always bond with each other. This pairing capacity allows the cell to use a sequence of DNA and build either a new DNA sequence, using the old one as a template, or build an RNA sequence to make a copy of the DNA.

These two different uses of A-T/U and C-G base pairing serve two different purposes. DNA is copied into DNA usually when a cell is preparing to divide and needs two complete sets of DNA for the new cells. DNA is copied into RNA when the cell needs to send the code out of the vault so proteins can be built. The DNA stays safely where it belongs.

RNA is really a nucleic acid jack-of-all-trades. It not only serves as the copy of the DNA but also is the main component of the two types of cellular workers that read that copy and build proteins from it. At one point in this process, the three types of RNA come together in protein assembly to make sure the job is done right.


 By Emily Willingham, DXS managing editor 
This material originally appeared in similar form in Emily Willingham’s Complete Idiot’s Guide to College Biology

We gotta watch out for feminine role models wearing pink

Beware blonde, feminine role models wearing pink.
(Source)

Today’s guest post comes to us courtesy of Sara Callori. She is a physics Ph.D. candidate at Stony Brook University in Long Island, NY. In the lab, Sara loves working with x-rays and even has a Bragg diffraction tattoo. She would eventually like to focus on science teaching and outreach because she loves to get people to stop being intimidated when they think of physics.
This may sound odd, but I never aspired to be feminine until I became a physicist. I grew up playing sports and getting short haircuts. There were phases when my mother would have had to tranquilize me to get me into a dress (this was infrequent as my tom-boy qualities seemed to come from her own lack of femininity). As I got older, I started to develop some style, but it was more comfort over fashion, especially when it came down to 8 am classes in undergrad. When I made the decision to go into graduate school for physics, however, my outlook changed. I wanted to be someone who bucked the stereotype: a fashionable, fun, young woman who also is a successful physicist. I thought that if I didn’t look like the stereotypical physicist, I could be someone that was a role model to younger students by demonstrating an alternative to the stereotype of who can be a scientist.
This week researchers at the University of Michigan released findings that dashed my hopes for being the cool physicist that younger girls want to emulate. In a paper titled “My Fair Physicist? Feminine Math and Science Role Models Demotivate Young Girls”, psychology researchers Diana Betz and Denise Sekaquaptewa found that women presented as both successful in science/technology/engineering/math (STEM) careers and possessing “feminine traits” negatively affected how young girls viewed science and math.
When I read the summary of these findings, I was dismayed. I became even more disappointed when I read that for feminine traits they used “wearing make-up and pink clothes, liking fashion magazines”. Gender-neutral women were given traits such as “wearing dark-colored clothes and glasses, likes reading”.
The assignment of these traits bothered me on several levels. The most immediate was how narrow the study’s concept of “feminine” seemed. If you asked me if I considered myself feminine, I would say yes. I like colorful dresses during the summer and own too many purses — but I also wear glasses, play rugby, and have tattoos. Most real-life women, including women in STEM, also possess traits from a mix of “feminine” and “gender-neutral” categories. It is important to remember these are the women younger students will encounter when they are introduced to female scientists.  
Additionally, the researchers’ idea of “feminine” seems to play into another set of negative stereotypes common in popular culture, what you might call the “Legally Blonde” scenario. In the movie, the protagonist is a woman who could easily be described as “wearing make-up and pink clothes, liking fashion magazines”. The story builds around how someone with those traits is perceived as unintelligent and unsuited for work that requires a strong academic background. While throughout the story, the main character shows she isn’t just a pretty face, there are still many people who will associate these types of feminine traits with unintelligence. 
This association is at odds with women in STEM fields and it makes me wonder if some of the girls’ negative associations of feminine STEM professionals were due to those traits being perceived as incompatible with women in STEM careers. (To briefly address the finding which showed that femininity could be compatible with overall school success, the “success” descriptions seem to be generic enough that they could be interpreted as encompassing non-academic accomplishments as well; e.g. being well liked by classmates or elected to the student council.)
This study also unsettled me on a personal level. I’ve long desired to be a role model to younger students. I enjoy sharing the excitement of physics, especially with those who might be turned away from the subject because of stereotypes or negative perceptions. I always thought that by being outgoing, fun, and yes, feminine would enable me to reach students who see physics as the domain of old white men. These results have me questioning myself, which can only hurt my outreach efforts by making me more self conscious about them. They make me wonder if I have to be disingenuous about who I am in order to avoid being seen as “too feminine” for physics.
Overall, that this study could be useful as a springboard for improving discussion and ideas for motivating girls in STEM. However, I think that their idea of “feminine” is too narrow to apply these findings broadly. Rather than work in the black and white “feminine” vs. “gender neutral” cases, why not build further ideas, research, and programs around much more realistic types of women who are currently succeeding in many STEM fields.
These views are the opinion of the author and do not necessarily either reflect or disagree with those of the
DXS editorial team. 

Double Xpression: Debbie Berebichez, PhD Physicist

Deborah is the first Mexican woman to graduate with a physics PhD from Stanford University. She is a physicist, author, and media personality whose initiatives to popularize science have impacted thousands of people around the world. Her passion is to popularize science and motivate young minds to think analytically about the world. This has led her to pioneer learning initiatives in schools and universities in Mexico, Africa, the US and Israel. She is a frequent public speaker and has been recognized by numerous media outlets such as Oprah, CNN, WSJ, TED, DLD, WIRED, Martha Stewart, City of Ideas, Dr. Oz Show, Celebrity Scientist and others. She regularly appears as a science expert on different international TV networks; currently she is the TV host of National Geographic’s “Humanly Impossible” show. And she will appear on the Discovery Channel’s upcoming show ‘You’ve Been Warned.’  You can find Deborah on Twitter, or on her blog, Science With Debbie.  You can also find Deborah telling her story for The Story Collider.



DXS: First, can you give me a quick overview of what your scientific background is and your current connection to science?

I grew up in Mexico City in a fairly conservative community, and as a child, I was discouraged from doing and studying science.  My parents, family, and peers would all ask, “oh, why don’t you study a more feminine career?” Although I was pretty good in school, I wasn’t exactly a math wizard.  I used to say that I loved philosophy and physics – because philosophy was a deep discipline of asking questions about the world.  And physics studied the world itself.   
It was clear when I was born that my personality was was quite different to the one of my mom.  When I was growing up, my mom was scared because she didn’t know what to do with this little girl that was smart and always asking questions.  She is not a naturally curious person, so she kept trying to tame down my curiosity and kept telling me not to tell boys that I was interested in math and science because I would never find a husband.  According to her, the life goal for a girl was to find a husband, have kids, and that’s it.  Women didn’t have to have a career.  (Not that there is anything wrong with not having a career.)  My high school teachers and counselors were not so different and encouraged me to go into philosophy or literature, not into math or physics.  And my friends in school told me I literally had to be an out of the world genius to be able to study physics.      
Given the circumstances, I started studying philosophy in Mexico.  There were some classes with logic, and some with a little bit more math, and those were the ones I just devoured!  And, at the same time – secretly – I was reading the biographies of scientists.  For some bizarre reason, I was hugely attracted to their life stories.  I didn’t have any family members, or anyone else for that matter, that had pursued a career in science, so I didn’t have a mentor or a role model.  I felt an extreme kinship with Tycho Brahe, who in the late 1500’s was locked in a tower, doing all of these calculations for years, hated by everyone in the town.  Go figure! I felt some kinship with these scientists.   But I didn’t have the courage nor the means to switch majors.  I did confess that I wanted to study another area (physics), but in Mexico one cannot study two majors. So, I studied philosophy for two years.

In the middle of it, I felt way too curious about science and I decided to apply to schools in the US.  It was hard at the time because college in Mexico was a lot cheaper than in the states.  At the private school where I was attending, my tuition was about $5,000 per year.  If I were to come to the US, I would be looking at costs exceeding $35,000 per year. I couldn’t really ask my dad to help me with that price tag so I started to apply everywhere and anywhere that had scholarship opportunities.

I ended up getting a letter from Brandeis 

University saying that they would let me take this advanced placement test and write an essay, which, if I did well, would give me a full scholarship.  I received a full Wien Scholarship and was to continue studying philosophy in the US.  This was probably the nicest thing that has ever happened to me because it opened the path of opportunity.

Brandeis transformed me as a person – I saw females doing science!  But, the bravado moment that changed my life was a very general course called Astronomy 101.  The teaching assistant, Roopesh, was a very sweet man from India and he saw that my eyes would just light up when I was in that class – I was much more curious than the random student that was just taking it to fulfill some requirement.   
At the end of that year, Roopesh and I 

were walking around Harvard Square and stopped to sit under a tree.  I started to tell him, with tears in my eyes, that I just don’t want to die without trying.  What I meant by that is I don’t want to die without trying to do physics.  Everyone’s questioning of my decision made me question my actual ability.  Everyone telling me ‘no’ hampered my development.  I mean, I was good at math, but I definitely didn’t have the same background as all the kids coming in with advanced math and physics courses. 
 

I told Roopesh that I don’t even remember how to solve the equation (a+b)2 – even my algebra was rusty!  But, he believed in me and went back to his professor and told him my story.  This professor decided to meet with me and ends up telling me about someone who had done this sort of thing in the past.  His name was Ed Witten and he went on to become the father of string theory.  

He said “Witten had switched from history to physics, and I will let you try too.”  With that, he handed me a book on vector calculus called ‘Div, Grad and Curl’ and told me that If I could master it in three months by the end of the summer, they would let me switch my major to physics and also let me bypass the first two years of course work.  This would allow me to graduate by the time my scholarship ran out.        
I have never in my life experienced the level of scientific passion condensed into such a short amount of time and I am jealous of the person I was that summer.  I had so much perseverance and focus.  I don’t think I can ever reproduce that intensity again.  From the moment I woke up to the moment I went to sleep, and even in my dreams, I only thought about physics. Roopesh, who became my mentor for the summer, taught me.  

I always wanted to pay Roopesh for his tutoring, but he would never accept any money.  He told me that when he was growing up in the mountains of Darjeeling in India, there was this old man who would climb up to his home and teach him and his sisters English, the musical instrument Tabla, and math.  Roopesh’s father always wanted to pay the old man for his tutoring, but the man always declined.  The man said that the only way he could ever pay him back was if Roopesh did the same thing with someone else in the world.  And by mentoring me, Roopesh fulfilled his payment to the old man.  
Out of that, that became a seed for my physics journey and purpose.  It is now my life’s mission to do the same for other people in the world – especially women – who feel attracted to science but feel trapped.  They for some reason, whether it is social, financial, etc., just can’t find the way toward science.  That is the motivation that dictates my actions.
I was able to pull it off and graduated Brandeis Summa Cum Laude with highest honors in physics and philosophy. I went back to Mexico afterwards to figure out what to do next and to spend some time with my family. At the same time, I did a master’s degree in physics at the largest university in Mexico UNAM.  My curiosity for physics didn’t diminish and in 1998, I randomly applied to two physics PhD programs in the US.  I applied very, very late, but, fortunately, I won a merit-based full scholarship from the Mexican government who provided me with funding, which made it easier for me.    


Because I loved biophysics, I did a search on who was doing this line of research.  I came across Steven Chu, who is currently the secretary of energy.  At the time I was applying, he was at Stanford and was one of the first to manipulate a single strand of DNA with his ‘optical tweezers.’  To me, his story was fascinating!  Without really knowing who he was other than what I found on the web, I wrote him an email asking him if I could work in his lab.  Had I known who he was – that he had just won the Nobel prize in 1997 – I would have been too intimidated.  


I was admitted to Stanford and was invited to work with Dr. Chu, but after two years I decided to switch labs.  As expected, it was a very challenging environment and having only studied two years of physics at Brandeis, I wasn’t as prepared as most of the other students.  I struggled for the first two years.  Everyone worked so extremely hard at Stanford and there I was, struggling to be the best, but, in the beginning, I couldn’t even be average.

Fast forward four years.  I had worked my butt off and ended up becoming the first Mexican woman to graduate with a PhD in physics from Stanford.  It was the best day of my life – I kept thinking that I was so blessed to have my parents live to see this!  It was so moving, I was crying so much and I couldn’t believe what had happened.  My friends had flown in from all over the world to be with me.  It was amazing. 

When people hear what I do, they – especially teenage girls – feel intimidated.  But, when they hear the whole story, their tune changes.  I tell them that I know what it is like to not understand something.  I was not the kind of person where comprehension of my science came naturally.  But I did it.  And if I can do it, anyone can do it!  My story can be inspirational to someone who comes from a background completely lacking in science because they, like me, can reach their goal. 
DXS: What ways do you express yourself creatively that may not have a single thing to do with science?

I was always a very curious girl growing up. I had a lot of interests, one of which being theatre.  I wanted to be an actress when I was young, but my father didn’t let me pursue that as a career, which was probably a good idea.  But, during high school, I went to an after school drama program.  I wrote my own plays – three of them – and performed one of them.  I was in heaven when I was on stage. 

In NY, I have tried to do a little bit of that.  Of course, I’ve never done any big roles, but I will be an extra in a film, or if there is a small production being made in Spanish, I will play a part.  It doesn’t matter how big the role is – I just love doing something creative and getting into a character. 

DXS: What types of productions and/or films have you done?

I don’t think I would come up in the credits as an extra, but I did a movie with Simon Pegg, Kirsten Dunst and Megan Fox in the movie “How to lose Friends and Alienate People.” It was a very, very fun film!  In theatre, Jean Genet, who is a French playwright, has a play called The Maids, and I was the madame.   

DXS: Do you find that your scientific background informs your creativity, even though what you do may not specifically be scientific?

Debbie talking to the TEDYouth audience about waves.

I have a concept that I call “physics glasses.”  And what I mean by that is, for me, physics is not a subject that you just teach in a complex way in a classroom.  Rather, physics is something that is related to everyday life.  From the moment you wake up, you can just put on your physics glasses.  It is a mode of thinking – it is a way where although reality can be very rich and diverse, physics goes very deep and it abstracts commonalities, general principles that apply to many things.  To give you an example, I asked the kids in the audience of my TEDYouth talk, “what do the sun, the ocean, and a symphony orchestra have in common?”  When just looking at them on the surface, there isn’t much in common.  I mean, they are all beautiful things but they are not obviously related.  But, to a physicist, they are all waves.   You have sound waves, light waves, and water waves and you can interchange many of the concepts in physics to explain all three.



Where most of us see the world with our eyes through light waves, other might see the world differently.  Take, for example, my friend Juan, who is blind.  He “sees” the world with sound waves – he senses sound as it bounces off the objects around him.  Through this, he can bike, play basketball, and do a load of activities using sound as a guide.  This is one of my favorite analogies because, really, physics “infects” the way I see the world. 

Deborah the Physicist model

To give you a more specific example in the creativity realm, when I got to NY, I felt really un-feminine.  When I was studying physics, I felt that if I was even slightly feminine, I wouldn’t be respected.  It didn’t help that some of the other women in the physics program at Stanford were more of a “guys girl,” always wearing a baseball cap and t-shirts.  Now, since I am Latin, I first showed up wearing a skirt to class, but I quickly learned to dress down.  Looking feminine would assure that no one would talk to me in class.



So, when I got to NY, I had an explosion.  I wanted to know what it was like to express myself as a woman and my friend suggested that I do some modeling.  So I did.  It was a brief, lasting about a year.  But during that time, my friend, who was a designer from Mexico, asked me to work with her and I wrote and did some videos about the physics of fashion, which also included the physics of high heels video.  


Some people could consider fashion to be superficial, but not me.  I love fashion and color.  But, other scientists generally looked down upon you for liking this sort of thing.   This fueled my desire to prove to everyone that there actually is science everywhere, including fashion, and that they shouldn’t be snobs about it.  There is complex science in how different materials work, how they interact with the environment and you can prove to the women, like my mother and friends back home who think that science has nothing to do with their everyday lives, that it has EVERYTHING to do with it.   So I talked about a Newtonian theory for color – how to pick the right color for you based on how much light the color would reflect on that day, etc.  

DXS: Like a more sophisticated version of colors based on your “season?”

DB: Exactly! 

I also did pieces on the materials, including some of the newest engineering accomplishments with fabric.  For example, I hooked up with a woman and helped her to design a fashionable and very scientific coat.  It ended up costing $11,000, but it was made up of nano fibers and it had a patch in it that could detect the temperature and the probability of rain.  Based on this probability, it could change permeability of the fabric.  It was a very light coat that was comfortable in nice weather, but when it would rain, it would become impermeable to water once it detected a high probability of rain, transforming into a raincoat.

DXS: That’s incredible!  I wish it wasn’t $11,000!

DB:  Yeah, that’s usually the problems with these technologies.  They are often so novel, but one day I’m sure we can figure out how to make things like this scalable.

Science is very much what guides my thinking when I am being creative and I wish I had more time to do creative things while being influenced by a scientific mindset.

DXS: It is so cool that physics has such an incredible overlap with everyday living.  Like, when we take a shower, I want to know “how is the water getting pumped from the ground or through pipes and make its way out of the showerhead?”  But, as a biochemist, I often find it hard to relate everyday things to biochemistry, but I would like to!

DB: Its funny that you say that.  When I try to teach girls that the worst thing they can do is memorize.  Critical thinking is so important and they shouldn’t take anything at face value, and they should even question teachers and authoritative figures in their lives.  Always ask: what goes into making this?  Why is this here?  Why is it this way and not another?  Constantly ask questions.  That s the gift that physics will give you. 

DXS: Have you encountered situations in which your expression of yourself outside the bounds of science has led to people viewing you differently–either more positively or more negatively?

Without saying I am a scientist, I can tell you that people have come up to me and told me that before they even hear me speak, they think I am dumb.  They are usually surprised that I am smart!  I think it is because I am bubbly and friendly and that often makes an impression as being unintelligent.  For them it seems that if a woman is intelligent, she is very cold and distant and serious.  


I’ve met a lot of physicists, and yes, some of them do tend to be that way, often as a reaction to how others treat them.  Or, people would say to me that, because I am Latin, my cultural identity comes across as being warm and the last thing they’d expect me to be into was something as cold as physics.  So yeah, I have definitely been judged so many times!  


It even happens in my current job on Wall Street, especially with my male peers.  When there are off site client meetings, I’m often accompanied by my male sales colleague.  Sales people are generally required to know less about the complexities behind our risk models compared to someone on a more research-oriented role, like me and he will bring me along to these sales meetings in case the potential client has more sophisticated questions that go beyond what he can comfortably answer.  Many times upon meeting the clients for the first time they think that I am the sales person, there to be the smiling face to sell them something, and that he is the risk modeler.  They always direct their mathematical questions to him. 
It came to a point where I became so annoyed that I decided to stop caring.  Now, my sales colleague goes out for drinks with the clients and I know that I am going to be invisible. So I don’t go anymore. I know that I am always going to struggle to get the full intellectual respect in that industry – it will always be a challenge.

DXS: Have you found that your non-science expression of creativity/activity/etc. has in any way informed your understanding of science or how you may talk about it or present it to others?

Yes, absolutely.  For example in Mexico, unlike the US, you absolutely have to do an honors thesis project as an undergrad in science.  Because I had already studied philosophy for four years, I wanted to do a thesis project in philosophy.  But I also wanted to do one in physics.  I recall that back in 1997, when you presented a dissertation in front of the physics community, if you had any power point, forget it.  You would be immediately be called dumb or not a good physicist.  Because, who takes the time to do something fancy!  If you had any color in your presentation, forget it!  


So, literally, the smartest students in physics were people who didn’t really communicate that well, or didn’t really speak English that well, or just didn’t really make an effort.  Their slides were on those overhead projector things with those rolls of plastic sheets, and most of their talks were so confusing and couldn’t be interpreted!  But they were respected!  It was just assumed that if the formula looked complex, they were probably right. 
So what I did was completely different.  I infused my talk with my spiciness and color.  I did an artwork of liquid crystals, which was my research at Brandeis.  Liquid crystals are little cigar-shaped molecules that actually make up the screen of your laptop.  If you pass an electric field through them, they all orient themselves and that is how we can use them for displays in our laptops and TVs. 

I colored these cigar-shaped molecules with purples and reds and greens, and I tried to explain it at the most basic level. This is because of one my philosophy professors in Mexico, who told me that if you cannot explain what you do to your grandmother or 6 year old niece, you don’t understand what you are doing – I loved it!  


And I said to myself that I shouldn’t care what they think.  I pretty much expected to not gain a lot of respect from the physics department, but it had the opposite effect!  I actually had one of the professors from that department come up to me and tell me that he had never really understood what a liquid crystal looked like or what it really was!  He said that “finally I understand [liquid crystals] because of your drawing.  Thank you!”  It was incredible!  


To see the effect on people and from then on, I bounced up in down, I made jokes, I put in creativity.  It doesn’t always have a great effect on very serious audiences, but the younger generation is definitely appreciative.  When it keeps going well, you gain confidence.  And, for me, I even started wearing high heels to the next talk.  When someone commented about my attire, I would counter, hey I have a PhD!

DXS: How comfortable are you expressing your femininity and in what ways? How does this expression influence people’s perception of you in, say, a scientifically oriented context?

This question is deep and a little bit of a struggle at the moment.  This is because I still have that fear – when I arrived in NY, I did that short stint in modeling and I expressed myself and I would dress very creatively – just like my other girlfriends who were not scientists.  But I did feel a little bit of a backlash.  By that I mean that I would post a photo of myself on Facebook or something like that.  They were pretty pictures, not at all seductive or provocative, and my high school mates, usually male, would write me saying: “I always knew you as a serious person and you have achieved so many things – I am just telling you for your own good that this can really damage your image.”  That made me reply with “so you’re telling me that being smart is actually kind of a bummer?”  That actually means that I have to dress very differently from what other women wear for the rest of my life? 

I remember feeling very upset about all of that.  I think that not being taken seriously is still a little bit of a fear of and I think my website has damaged my serious image a little bit.  As a scientist, I was very secluded from the outside world.  I didn’t have a lot of friends when I moved here, but I did know an amazing and powerful woman who happened to be the CEO of Blip TV.  She was insisting that I do videos!  So she invited me to her place and showed me how to do video.  Being the quick woman that she was, she asked me to make up a name for myself on the spot.  When I didn’t answer, she instantly coined “The Science Babe” for me.  I was like, sure, what a cool idea! 

It was kind of a cute name, but because English is not my first language, I don’t always understand some of the cultural connotations associated with some English words.  A few months later, I started to get a few emails from mothers who were upset that I was using my looks.  They would say things like “Are you saying that women have to be in the kitchen or wear short skirts  to be scientists?”  I would answer that no, that was not it at all.  I would further explain that I was trying to change the definition of “babe.”  If you are smart, if you are empowered, you will be a babe no matter how you look.  I am trying to shift what people think of when they think “scientist.”

I don’t feel quite successful with The Science Babe.  It seems like there are quite a few people, especially some from the older generation, who say that they’d love to introduce me to fancy science organizations but are worried that the name “the science babe” will make it difficult.  Also, I had the BBC wanted to talk to me about doing a TV show in NY, and then they said but there’s so much bad stuff out there about you!  And I was like, what do you mean?  They answered “All these things with the “science babe” brand…”

It doesn’t happen all the time, but some people are really critical about the science babe theme, citing that its way too feminine.  Other female scientists that haven’t gone that route have perhaps discounted my seriousness about science.  They assume that what I am doing is not really that important because I do focus on the science everyday life, which is simpler, and it is too much color and too much vivaciousness for our field.  I feel like my femininity has decreased over the last few years because I’ve been too nervous about not being taken seriously.  It s almost like the balance tipped the other way. I feel like perhaps I’ve feminized things to a fault and now I want to appear more serious.  So, I am changing my website to “Science With Debbie” because I really felt the backlash.

It is a struggle to find the balance between being able to express my femininity and presenting myself in a way that people will take me seriously.  In a way, I wish I had a little more courage to not care that much about what people have to say about the science babe but, unfortunately, agents have told me that if I don’t go to the “dumbed down version of femininity” I would get better speaking engagements.  Being feminine has literally affected my career, and it’s because of other people’s perceptions.  I’m never going to be bland, but I will try to change things so I am more serious

DXS: Do you think that the combination of your non-science creativity and scientific-related activity shifts people’s perspectives or ideas about what a scientist or science communicator is? If you’re aware of such an influence, in what way, if any, do you use it to (for example) reach a different corner of your audience or present science in a different sort of way?

The fact that I am approachable and pretty down to earth has allowed me to reach corners of society that more distant and fancy scientists would never even consider. For instance, I am going to a small university to give a talk.  Some of my friends ask why I even bother, especially considering that this insitution is not the most renowned university.  But, I feel the opposite – it is these corners that need the influence the most!  Similarly, when I go to Hispanic high schools, many of the mothers have never seen a scientist.  And there I am, a scientist from Mexico, speaking to them and their kids.  It is that powerful combination of being a smart and warm female that can be shocking, which is cool.

In line with this, there was an experiment where women were asked to draw a female scientist.  Most drew a plain, relatively unattractive woman.  Immediately when you break that mold, it has an incredible effect.  People say, “Hey! She kind of looks like me and she dresses like me.  Maybe I can do science too!”  Some girls are afraid that by being smart, boys won’t talk to them.  My femininity allows me to be a voice in a field that has tended to isolate themselves from the public, which is bad. Some of my colleagues have become a little snobbish.  The fact that I have serious credentials (PhD and 2 postdocs) shows that I had to work like crazy – looks and personality can only go so far.  It s hard work that gets you there! Serious science communication has a lot of math and problem solving in order to explain things accurately to the public. So I still feel like I am doing science!

   

   

Anorexia nervosa, neurobiology, and family-based treatment

Via Wikimedia Commons
Photo credit: Sandra Mann
By Harriet Brown, DXS contributor

Back in 1978, psychoanalyst Hilde Bruch published the first popular book on anorexia nervosa. In The Golden Cage, she described anorexia as a psychological illness caused by environmental factors: sexual abuse, over-controlling parents, fears about growing up, and/or other psychodynamic factors. Bruch believed young patients needed to be separated from their families (a concept that became known as a “parentectomy”) so therapists could help them work through the root issues underlying the illness. Then, and only then, patients would choose to resume eating. If they were still alive.

Bruch’s observations dictated eating-disorders treatments for decades, treatments that led to spectacularly ineffective results. Only about 35% of people with anorexia recovered; another 20% died, of starvation or suicide; and the rest lived with some level of chronic illness for the rest of their lives.

Not a great track record, overall, and especially devastating for women, who suffer from anorexia at a rate of 10 times that of men. Luckily, we know a lot more about anorexia and other eating disorders now than we did in 1978.

“It’s Not About the Food”

In Bruch’s day, anorexia wasn’t the only illness attributed to faulty parenting and/or trauma. Therapists saw depression, anxiety, schizophrenia, eating disorders, and homosexuality (long considered a psychiatric “illness”) as ailments of the mind alone. Thanks to the rising field of behavioral neuroscience, we’ve begun to untangle the ways brain circuitry, neural architecture, and other biological processes contribute to these disorders. Most experts now agree that depression and anxiety can be caused by, say, neurotransmitter imbalances as much as unresolved emotional conflicts, and treat them accordingly. But the field of eating-disorders treatment has been slow to jump on the neurobiology bandwagon. When my daughter was diagnosed with anorexia in 2005, for instance, we were told to find her a therapist and try to get our daughter to eat “without being the food police,” because, as one therapist informed us, “It’s not about the food.”

Actually, it is about the food. Especially when you’re starving.

Ancel Keys’ 1950 Semi-Starvation Study tracked the effects of starvation and subsequent re-feeding on 36 healthy young men, all conscientious objectors who volunteered for the experiment. Keys was drawn to the subject during World War II, when millions in war-torn Europe – especially those in concentration camps – starved for years. One of Keys’ most interesting findings was that starvation itself, followed by re-feeding after a period of prolonged starvation, produced both physical and psychological symptoms, including depression, preoccupation with weight and body image, anxiety, and obsessions with food, eating, and cooking—all symptoms we now associate with anorexia. Re-feeding the volunteers eventuallyreversed most of the symptoms. However, this approach proved to be difficult on a psychological level, and in some ways more difficult than the starvation period. These results were a clear illustration of just how profound the effects of months of starvation were on the body and mind.

Alas, Keys’ findings were pretty much ignored by the field of eating-disorders treatment for 40-some years, until new technologies like functional magnetic resonance imaging (fMRI) and research gave new context to his work. We now know there is no single root cause for eating disorders. They’re what researchers call multi-factorial, triggered by a perfect storm of factors that probably differs for each person who develops an eating disorder. “Personality characteristics, the environment you live in, your genetic makeup—it’s like a cake recipe,” says Daniel le Grange, Ph.D., director of the Eating Disorders Program at the University of Chicago. “All the ingredients have to be there for that person to develop anorexia.”

One of those ingredients is genetics. Twenty years ago, the Price Foundation sponsored a project that collected DNA samples from thousands of people with eating disorders, their families, and control participants. That data, along with information from the 2006 Swedish Twin Study, suggests that anorexia is highly heritable. “Genes play a substantial role in liability to this illness,” says Cindy Bulik, Ph.D., a professor of psychiatry and director of the University of North Carolina’s Eating Disorders Program. And while no one has yet found a specific anorexia gene, researchers are focusing on an area of chromosome 1 that shows important gene linkages.

Certain personality traits associated with anorexia are probably heritable as well. “Anxiety, inhibition, obsessionality, and perfectionism seem to be present in families of people with an eating disorder,” explains Walter Kaye, M.D., who directs the Eating Disorders Treatment and Research Program at the University of California-San Diego. Another ingredient is neurobiology—literally, the way your brain is structured and how it works. Dr. Kaye’s team at UCSD uses fMRI technology to map blood flow in people’s brains as they think of or perform a task. In one study, Kaye and his colleagues looked at the brains of people with anorexia, people recovered from anorexia, and people who’d never had an eating disorder as they played a gambling game. Participants were asked to guess a number and were rewarded for correct guesses with money or “punished” for incorrect or no guesses by losing money.

Participants in the control group responded to wins and losses by “living in the moment,” wrote researchers: “That is, they made a guess and then moved on to the next task.” But people with anorexia, as well as people who’d recovered from anorexia, showed greater blood flow to the dorsal caudate, an area of the brain that helps link actions and their outcomes, as well as differences in their brains’ dopamine pathways. “People with anorexia nervosa do not live in the moment,” concluded Kaye. “They tend to have exaggerated and obsessive worry about the consequences of their behaviors, looking for rules when there are none, and they are overly concerned about making mistakes.” This study was the first to show altered pathways in the brain even in those recovered from anorexia, suggesting that inherent differences in the brain’s architecture and signaling systems help trigger the illness in the first place.

Food Is Medicine

Some of the best news to come out of research on anorexia is a new therapy aimed at kids and teens. Family-based treatment (FBT), also known as the Maudsley approach, was developed at the Maudsley Hospital in London by Ivan Eisler and Christopher Dare, family therapists who watched nurses on the inpatient eating-disorders unit get patients to eat by sitting with them, talking to them, rubbing their backs, and supporting them. Eisler and Dare wondered how that kind of effective encouragement could be used outside the hospital.

Their observations led them to develop family-based treatment, or FBT, a three-phase treatment for teens and young adults that sidesteps the debate on etiology and focuses instead on recovery. “FBT is agnostic on cause,” says Dr. Le Grange. During phase one, families (usually parents) take charge of a child’s eating, with a goal of fully restoring weight (rather than get to the “90 percent of ideal body weight” many programs use as a benchmark). In phase two, families gradually transfer responsibility for eating back to the teen. Phase three addresses other problems or issues related to normal adolescent development, if there are any.

FBT is a pragmatic approach that recognizes that while people with anorexia are in the throes of acute malnourishment, they can’t choose to eat. And that represents one of the biggest shifts in thinking about eating disorders. The DSM-IV, the most recent “bible” of psychiatric treatment, lists as the first symptom of anorexia “a refusal to maintain body weight at or above a minimally normal weight for age and height.” That notion of refusal is key to how anorexia has been seen, and treated, in the past: as a refusal to eat or gain weight. An acting out. A choice. Which makes sense within the psychodynamic model of cause.

But it doesn’t jibe with the research, which suggests that anorexia is more of an inability to eat than a refusal. Forty-five years ago, Aryeh Routtenberg, then (and still) a professor of psychology at Northwestern University, discovered that when he gave rats only brief daily access to food but let them run as much as they wanted on wheels, they would gradually eat less and less, and run more and more. In fact, they would run without eating until they died, a paradigm Routtenberg called activity-based anorexia (ABA). Rats with ABA seemed to be in the grip of a profound physiological imbalance, one that overrode the normal biological imperatives of hunger and self-preservation. ABA in rats suggests that however it starts, once the cycle of restricting and/or compulsive exercising passes a certain threshold, it takes on a life of its own. Self-starvation is no longer (if it ever was) a choice, but a compulsion to the death.

That’s part of the thinking in FBT. Food is the best medicine for people with anorexia, but they can’t choose to eat. They need someone else to make that choice for them. Therapists don’t sit at the table with patients, but parents do. And parents love and know their children. Like the nurses at the Maudsley Hospital, they find ways to get kids to eat. In a sense, what parents do is outshout the anorexia “voice” many sufferers report hearing, a voice in their heads that tells them not to eat and berates them when they do. Parents take the responsibility for making the choice to eat away from the sufferer, who may insist she’s choosing not to eat but who, underneath the illness, is terrified and hungry.

The best aspect of FBT is that it works. Not for everyone, but for the majority of kids and teens. Several randomized controlled studies of FBT and “treatment as usual” (talk therapy without pressure to eat) show recovery rates of 80 to 90 percent with FBT—a huge improvement over previous recovery rates. A study at the University of Chicago is looking at adapting the treatment for young adults; early results are promising.

The most challenging aspect of FBT is that it’s hard to find. Relatively few therapists in the U.S. are trained in the approach. When our daughter got sick, my husband and I couldn’t find a local FBT therapist. So we cobbled together a team that included our pediatrician, a therapist, and lots of friends who supported our family through the grueling work of re-feeding our daughter. Today she’s a healthy college student with friends, a boyfriend, career goals, and a good relationship with us.

A few years ago, Dr. Le Grange and his research partner, Dr. James Lock of Stanford, created a training institute that certifies a handful of FBT therapists each year. (For a list of FBT providers, visit the Maudsley Parents website.) It’s a start. But therapists are notoriously slow to adopt new treatments, and FBT is no exception. Some therapists find FBT controversial because it upends the conventional view of eating disorders and treatments. Some cling to the psychodynamic view of eating disorders despite the lack of evidence. Still, many in the field have at least heard of FBT and Kaye’s neurobiological findings, even if they don’t believe in them yet.

Change comes slowly. But it comes.

* * *

Harriet Brown teaches magazine journalism at the S.I. Newhouse School of Public Communications in Syracuse, New York. Her latest book is Brave Girl Eating: A Family’s Struggle with Anorexia (William Morrow, 2010).

be there for that person to develop anorexia.”

One of those ingredients is genetics. Twenty years ago, the Price Foundation sponsored a project that collected DNA samples from thousands of people with eating disorders, their families, and control participants. That data, along with information from the 2006 Swedish Twin Study, suggests that anorexia is highly heritable. “Genes play a substantial role in liability to this illness,” says Cindy Bulik, Ph.D., a professor of psychiatry and director of the University of North Carolina’s Eating Disorders Program. And while no one has yet found a specific anorexia gene, researchers are focusing on an area of chromosome 1 that shows important gene linkages.
Certain personality traits associated with anorexia are probably heritable as well. “Anxiety, inhibition, obsessionality, and perfectionism seem to be present in families of people with an eating disorder,” explains Walter Kaye, M.D., who directs the Eating Disorders Treatment and Research Program at the University of California-San Diego. Another ingredient is neurobiology—literally, the way your brain is structured and how it works. Dr. Kaye’s team at UCSD uses fMRI technology to map blood flow in people’s brains as they think of or perform a task. In one study, Kaye and his colleagues looked at the brains of people with anorexia, people recovered from anorexia, and people who’d never had an eating disorder as they played a gambling game. Participants were asked to guess a number and were rewarded for correct guesses with money or “punished” for incorrect or no guesses by losing money.
Participants in the control group responded to wins and losses by “living in the moment,” wrote researchers: “That is, they made a guess and then moved on to the next task.” But people with anorexia, as well as people who’d recovered from anorexia, showed greater blood flow to the dorsal caudate, an area of the brain that helps link actions and their outcomes, as well as differences in their brains’ dopamine pathways. “People with anorexia nervosa do not live in the moment,” concluded Kaye. “They tend to have exaggerated and obsessive worry about the consequences of their behaviors, looking for rules when there are none, and they are overly concerned about making mistakes.” This study was the first to show altered pathways in the brain even in those recovered from anorexia, suggesting that inherent differences in the brain’s architecture and signaling systems help trigger the illness in the first place.
Food Is Medicine
Some of the best news to come out of research on anorexia is a new therapy aimed at kids and teens. Family-based treatment (FBT), also known as the Maudsley approach, was developed at the Maudsley Hospital in London by Ivan Eisler and Christopher Dare, family therapists who watched nurses on the inpatient eating-disorders unit get patients to eat by sitting with them, talking to them, rubbing their backs, and supporting them. Eisler and Dare wondered how that kind of effective encouragement could be used outside the hospital.
Their observations led them to develop family-based treatment, or FBT, a three-phase treatment for teens and young adults that sidesteps the debate on etiology and focuses instead on recovery. “FBT is agnostic on cause,” says Dr. Le Grange. During phase one, families (usually parents) take charge of a child’s eating, with a goal of fully restoring weight (rather than get to the “90 percent of ideal body weight” many programs use as a benchmark). In phase two, families gradually transfer responsibility for eating back to the teen. Phase three addresses other problems or issues related to normal adolescent development, if there are any.
FBT is a pragmatic approach that recognizes that while people with anorexia are in the throes of acute malnourishment, they can’t choose to eat. And that represents one of the biggest shifts in thinking about eating disorders. The DSM-IV, the most recent “bible” of psychiatric treatment, lists as the first symptom of anorexia “a refusal to maintain body weight at or above a minimally normal weight for age and height.” That notion of refusal is key to how anorexia has been seen, and treated, in the past: as a refusal to eat or gain weight. An acting out. A choice. Which makes sense within the psychodynamic model of cause.
But it doesn’t jibe with the research, which suggests that anorexia is more of an inability to eat than a refusal. Forty-five years ago, Aryeh Routtenberg, then (and still) a professor of psychology at Northwestern University, discovered that when he gave rats only brief daily access to food but let them run as much as they wanted on wheels, they would gradually eat less and less, and run more and more. In fact, they would run without eating until they died, a paradigm Routtenberg called activity-based anorexia (ABA). Rats with ABA seemed to be in the grip of a profound physiological imbalance, one that overrode the normal biological imperatives of hunger and self-preservation. ABA in rats suggests that however it starts, once the cycle of restricting and/or compulsive exercising passes a certain threshold, it takes on a life of its own. Self-starvation is no longer (if it ever was) a choice, but a compulsion to the death.
That’s part of the thinking in FBT. Food is the best medicine for people with anorexia, but they can’t choose to eat. They need someone else to make that choice for them. Therapists don’t sit at the table with patients, but parents do. And parents love and know their children. Like the nurses at the Maudsley Hospital, they find ways to get kids to eat. In a sense, what parents do is outshout the anorexia “voice” many sufferers report hearing, a voice in their heads that tells them not to eat and berates them when they do. Parents take the responsibility for making the choice to eat away from the sufferer, who may insist she’s choosing not to eat but who, underneath the illness, is terrified and hungry.
The best aspect of FBT is that it works. Not for everyone, but for the majority of kids and teens. Several randomized controlled studies of FBT and “treatment as usual” (talk therapy without pressure to eat) show recovery rates of 80 to 90 percent with FBT—a huge improvement over previous recovery rates. A study at the University of Chicago is looking at adapting the treatment for young adults; early results are promising.
The most challenging aspect of FBT is that it’s hard to find. Relatively few therapists in the U.S. are trained in the approach. When our daughter got sick, my husband and I couldn’t find a local FBT therapist. So we cobbled together a team that included our pediatrician, a therapist, and lots of friends who supported our family through the grueling work of re-feeding our daughter. Today she’s a healthy college student with friends, a boyfriend, career goals, and a good relationship with us.
A few years ago, Dr. Le Grange and his research partner, Dr. James Lock of Stanford, created a training institute that certifies a handful of FBT therapists each year. (For a list of FBT providers, visit the Maudsley Parents website.) It’s a start. But therapists are notoriously slow to adopt new treatments, and FBT is no exception. Some therapists find FBT controversial because it upends the conventional view of eating disorders and treatments. Some cling to the psychodynamic view of eating disorders despite the lack of evidence. Still, many in the field have at least heard of FBT and Kaye’s neurobiological findings, even if they don’t believe in them yet.
Change comes slowly. But it comes.
* * *
Harriet Brown teaches magazine journalism at the S.I. Newhouse School of Public Communications in Syracuse, New York. Her latest book is Brave Girl Eating: A Family’s Struggle with Anorexia (William Morrow, 2010).

Historical Chemists Part II

If you have been watching tweets from @DoubleXSci since early December, you’ll have noticed tweets about Notable Historical and Modern Women in Science. Nearly 100 women were presented over twitter. Those women will be presented in a series here on the blog with the original tweeted links and information as well as with some additional information not able to be presented in 140 characters. We hope you look up more on these women. 


Leonora Neuffer Bilger was the 1953 Garvan Medal winner and a big influence at the University of Hawaii
(1893-1975) Dr. Bilger received her PhD in chemistry from the University of Cinncinnati in 1916. She graduated and went straight into a position as head of the chemistry department at Sweet Briar College. A brief stint at the University of Cinncinnati gave her skills that she later used in her position as Chair of the Department of Chemistry at the University of Hawaii to design a new chemistry laboratory facility. Her post as University of Hawaii Department Head began in 1943 and lasted 11 years. Her research was on asymmetric nitrogen compounds, for which she won the Garvan Medal. 

Nutritional Chemist Mary Letitia Caldwell was a role model and mentor over 6 decades
(1890-1972) Born in Bogota, Columbia of missionaries, she arrived in the U.S. to attend high school.  Dr. Caldwell was supported by her family in her pursuit of education and science. Due to gender restrictions, Caldwell attended a women’s college and stayed on there for teaching initially. This gave her the start on what she is known for: being a role model and mentor for other women for six decades. She received her A.B in 1913 from Western College for Women, her master’s degree in 1919 from Columbia, and her PhD in 1921 from Columbia, where she stayed on to teach. She entered the relatively new at the time field of nutritional chemistry, laying the groundwork for those after her. While Caldwell was well-known for the quality of research and diligence in her work, she also maintained a work-life balance, as an avid hiker, doting aunt, and gardener. 

Emma Perry Carr
Photo from Wikimedia Commons

Emma Perry Carr was a pioneer in UV spectroscopy and a beloved teacher

(1880-1972) Emma Perry Carr first attended Mr. Holyoke College then transferred to and received her B.S. from the University of Chicago in 1905. After a short duration as an instructor at Mt. Holyoke, Dr. Carr returned to the University of Chicago to receive her PhD in 1910. She returned to Mt. Holyoke to become a full professor and head of the department by the age of 33, a post she held for 33 years. Dr. Carr was also a devoted aunt,a fashionable dresser, and a talented storyteller. She had a relationship with Mary Sherrill, another professor at Mt. Holyoke, whom she shared a residence with for 26 years. Emma Perry Carr was the first recipient of the Garvan Medal.

Marie Sklodowska Curie
Photo from Wikimedia Commons

Physicist & Chemist Marie Sklodowska Curie was the first twice Nobel Prize laureate.  

(1867-1934) Much has been written about Marie Curie. She is, perhaps, the first historical figure to come to mind when a person says “Notable Woman in Science.” She is the first person to have been a twice Nobel Laureate. Marya Sklodowska was born in Poland, and lived through the loss of her eldest sister and mother by age 11. After graduating first her in class from high school, she attended a secret university because Polish universities could not admit women. She wished to go to Paris to study, so she worked and saved her money to do so. She was the first women to receive her Licence es Sciences Physiques from the Sorbonne in 1893, graduating first in her class again. She received her Licence es Sciences Mathematiques in 1894 from the same institution. In 1903, she attained her PhD from the University of Parish, the same year she was awarded the Nobel Prize in Physics. Difficulties continued in her personal life, such as the death of her husband in 1906, her own ill health due to radiation poisoning, and her constant fight for her place in her work. She broke so many barriers, being the first woman in so many circumstances. 

(1909-1997) Mary Feiser was encouraged by her parents to excel academically. She attended Bryn Mawr and received her B.S. in chemistry in 1930. She then attended Radcliffe college and worked on her master’s thesis in the lab of Louis F. Feiser at Harvard. She received her A.M. in 1931 and married in 1932. She opted to continue to work in her husband’s lab instead of pursue a PhD because of the funding and Harvard facilities. With her help, 15 papers and 17 books were published by Feiser. However, Harvard never granted her a salary nor official title for 29 years. Even at 85 years of age, Mary Feiser continued to write and publish organic chemistry books, which were well received.

(1876-1950) Dorothy Hahn received her B.A. in chemistry from Bryn Mawr and went to work at Mt. Holyoke College under the auspices of Emma Perry Carr. Together, the two women were a force producing many women chemists. While Dr. Carr ran the chemistry department, it is said Dr. Hahn ran the organic chemistry department. Dr. Hahn pursued and recieved her Ph.D. from Yale University in 1916 due to a fellowship from the AAUW (American Association of University Women). Hahn also preceeded well-known scientists Gilbert Lewis and Irving Langmuir on a theory of valence electrons. Professor Hahn was a huge influence on organic chemistry, teaching, and women in chemistry. 

Allene Rosalind Jeanes was a pioneering researcher with several patents.
(1906-1995) Allene Rosaland Jeanes was born and raised in Texas. She received her A.B with highest honors from Baylor University in 1928. She graduated with her M.A. from the University of California – Berkeley in 1929. She taught for awhile in a few different colleges, then decided to return to graduate school. She attained her PhD from the University of Illinois in 1938. While she wanted to go into pharmaceutical research, opportunities were limited. She took a position at the National Institute of Health. Her research took her through several government positions and had applications in the food industry. She was honored with many awards, including the Garvan Medal and Federal Women’s Award from the U.S. Civil Service Commission.

Nuclear Chemist Ellen Gleditsch was virtually unknown despite her accomplishments.
(1879-1968) The story of Ellen Gleditsch is not well known in her native Norway nor abroad, and signifies how difficult it was for women to be recognized for their work. She received her degree in pharmacology in 1902. She worked with Marie Curie for 5 years, and received her Licencee es Sciences from the Sorbonne in 1912. She went to work at Yale University despite the animosity toward her from the men at the U.S. institutions of Yale and Harvard and received her D.Sc. form Smith College in 1914. In 1929, Oslo University became embroiled in controversy over the decision to advance Ellen Gleditsch to the position of professional chair, and it took a letter from Marie Curie to help quell the public outrage. During her time in Oslo, she also provided a home for scientists fleeing Nazi Germany. She continued to be an advocate and mentor for women in the sciences until her death at age 88.

(1912-1998) Born in Missouri, Anna Jane Harrison was raised on a farm and her childhood science education tended to be “go out and find caterpillars.” She learned about Caterpillar tractors from her father for that assignment. Her high school science teachers inspired her interest in science, so she went to the University of Missouri to earn a B.A. in chemistry in 1933, a B.S. in education in 1935, a M.A. in chemistry in 1937, and a Ph.D. in physical chemistry in 1940. She was the first woman to earn a PhD at the institution. After meeting Lucy Picket and Emma Carr at a meeting of the American Chemical Society (ACS), she went on to work at Mt. Holyoke College, carrying on the traditions established there by Emma Carr and Dorothy Hahn. She also has several more “firsts” including being the first woman to chair the Division of Chemical Education of the ACS and the first woman elected president of the ACS in the 102 year history of the organization up to then. She was honored with the honorary degree of D.Sc. from ten instutitions. She enjoyed traveling and once stated, “What I really like is to go places one isn’t supposed to go.”

Mentioned Awards
The Garvan Medal is an award from the American Chemical Society to recognize distinguished service to chemistry by women chemists.
Nobel Prize: From the site: 
Every year since 1901 the Nobel Prize has been awarded for achievements in physics, chemistry, physiology or medicine, literature and for peace. The Nobel Prize is an international award administered by the Nobel Foundation in Stockholm, Sweden. In 1968, Sveriges Riksbank established The Sveriges Riksbank Prize in Economic Sciences in Memory of Alfred Nobel, founder of the Nobel Prize. Each prize consists of a medal, personal diploma, and a cash award.

Federal Women’s Award from the U.S. Civil Service Commission was awarded to a woman for a high level of scientific achievement.

On this Father’s Day, let’s remember the allofathers, too

A big brother, practicing the art of allofathering.

By Emily Willingham, DXS managing editor

On Mother’s Day, scientist and blogger Kate Clancy wrote an excellent post at Scientific American about allomothers, the people in your circle of friends and family who support mothers in their mothering. In thanking the allomothers in her life, Clancy included in that list her husband because men can be allomothers, too. Although this site is called Double X because we want to bring evidence-based science–and yes, some snark–to women, tomorrow is Father’s Day. So today, we’re shifting into XY gear and talking about allofathers. 

We all have or had fathers. Some for better, some for worse, some we may never have even seen. Many of us also have had other men in our lives who participated in a father role or who supported our fathers in the same way that Clancy writes about supporting mothers. The funny thing is, a Google search on “allofathers” confuses Google so badly that it actually declines to do that search and instead offers a search on “allomothers.” When you force it to search “allofather,” you get only three pages of scanty hits, some of which reference a more general “alloparenting.”

Why no love for the allofathers, Google? Fathers these days need allo support as much as mothers, or at least, the fathers I know do. As Paul Raeburn writes in this Father’s Day piece:

The grindingly slow recovery of the economy is making it hard for fathers to earn enough to help support their families. Those who do have jobs are working more hours, taking time away from checkers and family dinners. In many families, both parents are working, leaving less time for fathers and partners to work on their relationships with each other.

He notes that fathers these days thrive in a habitat that allows the time with family, time to do things other than make a living wage, although that remains an important feature of fatherhood and a key goal of every father I know. In fact, that emphasis means that my spouse–who is also the father of my children–is at work right now, on Saturday, after already putting in overtime through the week. Indeed, he may have to work tomorrow, on Father’s Day, and is looking at a midnight deadline Monday night. There will be no games of chess with Dad this weekend. 

The work is difficult enough and in a trying environment. And pushing against this need to work hard and keep a job is also a desire to have the kind of family time those of us in the United States have come to expect on weekends, particularly when we work salaried weekday jobs that ostensibly promise weekends off. That means that on top of the anxiety associated with stacking 20 or 30 extra hours onto a 40-hour work week to meet a tough deadline, my husband and my children’s father also feels angst about this inability to be a part of our family time. These are first-world problems, I realize, but that doesn’t make them any less real for us and our children.

So I’m allofathering for him. Yes, I’m the mother, but I’m also supporting my husband’s fathering role, in part by doing things that assure him that we’re all OK, and in part by doing things with our sons that people might think of as stereotypically “dad” activities: fishing, baseball, football, soccer, hiking. But I also have taken on the things he usually does around the house, like emptying the dishwasher Every Single Time, vacuuming, and doing the laundry. Bless the man, he usually does all the laundry. But I do miss the other allofathers in our lives.

We no longer live a stone’s throw or a short-ish drive from our extended family, but when we did and still when we visit, the allofathers are abundant. My children have uncles who take them fishing, monitor group infighting among nine cousins, catch snakes with them, play football and soccer with them, and take them on hikes and (fruitless) dove hunting. My husband does his share of allofathering for their children, reading books and playing with the youngest, making dinners, and serving as an ever-necessary playground monitor. And my children have a grandfather who builds things in his shop for them, closely monitors their BB gun target practice, wanders for hours with them in nearby woods to find animal bones, and patiently acknowledges every single mystifying LEGO construction and rambling imaginary story surrounding it.   

All of these alloparents expand the parenting and support and safety net for my children. They are the village raising my sons, and my children trust them implicitly. These allofathers summon up reserves of energy they probably didn’t know they had and in spending this time with their nephews or grandchildren, they add layers of complexity and different insights from father figures that my children wouldn’t otherwise have. They also model for children like my sons the many roles a man can have through life.

As humans, we fit several features of species that engage in this extra-parental parenting, including typically having a single offspring at a time, a relatively small number of offspring over a lifetime, and an extended period of parental investment, and being part of a highly social species with tight family bonds. It may be that as our culture evolves so that the father role expands into what was previously considered maternal territory, we need to more closely consider allofathers as well as allomothers. These factors that characterize us as an alloparenting species can add up to benefits and greater success for mothers and fathers and children alike. At any rate, I know that’s been the case in our family.

When I was growing up, I had four grandmothers and four grandfathers. Half of them were “step” grandparents, obviously, but I loved the fact that I had all of these grandparents, blissfully unaware in my childhood of the fractures and angst that had led to their presence in my life. Among these step-grandparents was the man who married my mother’s mother. They met over square-dancing, he a handsome architect, she a tiny, fiery single mother who could sew some kick-ass square-dancing outfits.

Through various unanticipated turns in Life’s do-se-do, after marrying my grandmother, this man one day became father to two of my cousins. From their early childhoods, he has been their father, even though for the rest of us cousins, he was our step-grandfather. Along with my grandmother, he committed himself to rearing them and being their parent, and today, in part thanks to his steady, calm presence, they are successful, happily married parents themselves. Without his stabilizing influence, their paths might have been much less straightforward. 

While what my step-grandfather did crossed over from alloparenting to being an actual father, my own children have a step-grandfather of their own who, I think, epitomizes allofathering. When we visit, he has a ready store of caps available for all the cap guns he buys them by the dozen (if you think there are a lot of guns in this post, there are; it’s Texas). He actually builds–builds–go carts and other motorized vehicles to take them buzzing around the large property where he and my mother live and maintains a fleet of bicycles for them to ride. He will drop anything to run a quick errand just because one of the youngest generation expresses a wish for a certain treat or toy. Ask him to make you an ax from a stick and a rock, and he’ll do it masterfully. He attends every volleyball, baseball, or basketball game my niece and nephew have and has simply been a steady and much-loved allofather figure in the lives of all of the youngest generation in our family.

When I think of men like these who enter into lives already structured around complex family interactions and who take on without comment or resentment the care and loving of the children in that family, I wonder if I could be as kind or selfless. Of course, I hope that I could. These little people are, after all, children, and they need love and support and classic grandparental spoiling and an understanding that parenting and parental love come in different forms and different ways of expression. To all the allofathers in my life, I–and my children–are extremely grateful. To all the fathers and allofathers out there, happy Father’s Day. And may I say, I think you all warrant more Google hits. 


***Special thanks to Kate Clancy for her post on allomothers and to Paul Raeburn for his post about the role of fathers today, which certainly drove my thinking about this topic.***

These views are the opinion of the author and do not necessarily either reflect or disagree with those of the DXS editorial team. 

Double Xpression: Darlene Cavalier of Science Cheerleader and SciStarter

Darlene Cavalier (source)

Darlene Cavalier (Twitter) is the hard-working and seemingly tireless founder of Science Cheerleader and SciStarter. She has held executive positions at Walt Disney Publishing and worked at Discover Magazine for more than 10 years. Darlene incorporated her experience and knowledge in serving as the prinicple investigator of a $1.5 million grant from the National Science Foundation to promote basic research through partnerships with Disney and ABC TV and also has collaborated with the NSF, NBC Sports, and the NFL to produce the Science of NFL Football series. She holds a master’s degree from the University of Pennsylvania where she studied the role of the citizen in science and is herself a former Philadelphia 76ers cheerleader. In addition, she is a writer and senior adviser to Discover Magazine. You can find her full biography here.


On top of all of that, she is also mother to four children. You might be able to blame them for the two-day stomach flu Darlene was just getting over when she talked with Double X Science Managing Editor Emily Willingham about why women pursue professional cheerleading (hint: it’s much more about passion than pay), why cheerleader stereotypes are “bunk,” and why even if Science Cheerleader doesn’t lead all little girls into science, it leaves them with a message about being secure in who they are.

DXS: First, can you give me a quick overview of what your scientific background is and your current connection to science?

A: So I have no formal science degree. My connection to science is that I work and continue to work at Discover magazine. I worked there as business development coordinator, and that’s how I became reintroduced to science. I became a fan of science later in life. After working at Discover for a couple of years and having some children [Cavalier is the mother of four children], I wondered if there was a more significant role for someone like me without a formal science degree. My role at Discover had become curating science on behalf of the magazine. How do we get average public to move in the direction of science literacy?

I went to grad school at the University of Pennsylvania to look at those issues. When I met with an advisor (there), he recommended that I go for a masters in liberal arts, which made sense to me at the time. They created a curriculum for me. Most was in the history and sociology of science and some was in school of education. Piecing all of this together was a turning point for me in my life both prof and personally, I started to learn about these citizen scientists to engage nonscientific members of the public in real scientific research.

I saw huge gaps in getting people to move in that direction. Other countries were enabling citizens to take part in conversations about science policy on national levels. The U.S. didn’t have mechanism for that. That was one gap I saw. Another was people weren’t getting involved in citizen science projects…(they were) hard to find and scattered all over websites. It was a mechanism problem, not philosophical or societal. In grad school, I created a matchmaking site of all citizen science projects I was coming across. I decided to make that database public for people to add their projects, and made it searchable. There were no cheerleaders involved in science cheerleaders when I started the blog…it was about the citizen science projects and reopening this agency for public input. (It was not about) cheerleaders specifically.

                                            

DXS: So how did you end up incorporating the cheerleader aspect?

A: That was basically a fun way of using my background–it is surprising to people that I was a (Philadelphia) 76ers cheerleader. I kept it secret for long time at Discover, fearing I wouldn’t be taken seriously. I wish I hadn’t attempted (to keep it) secret; when it was “exposed” at Discover people were great about it. They thought it was pretty neat. So I became more comfortable in that role. I wanted to do a tongue-in-cheek look at this when I was starting the blog that this site really is for everyone. Citizen science projects are for everyone; it doesn’t matter if even a quote–unquote “ditzy blonde cheerleader” can do it, surely the scientists could figure it out, and the politicians.


(When the concept of Science Cheerleader really took off), we thought, “We’re on to something.” Most people loved it. Criticism came from feminist science bloggers, which I totally understand…I learned something there, too… (this idea of), “these women aren’t scientists, what are they doing?” Then I started getting emails from actual NFL NBA cheerleaders, (telling me) “I’m getting PhD in chemistry,” (and saw it as) a great way to merge two parts of my life. I could hardly believe it. I never even had thought to ask cheerleaders if they were studying any of the STEM fields.

It became cyclical. The founder of the U.S. Science and Engineering Festival called and asked Science Cheerleader to come to that festival and perform. I had to tell him I’d never met them. We got a grant from the Burroughs Wellcome fund to cover travel for 11 science cheerleaders to come to Washington and perform. They had awesome outfits, speaking roles. It was more or less an experiment. Amazing performers against a science theme routine and incredible public spokespeople.  Applying their talents of being enthusiastic about their team to science and tech careers. They were a huge hit at the festival. 

We left each one speak their own language. They’re very diverse. It helped to have that diverse makeup and watching them talk to little kids. Little girls would come up to them, almost like when you see Cinderella, would want their autographs, to touch their uniforms, feel their pompoms. It was a great opportunity to say, “We love cheerleading, but in the daytime I make cars, I’m what you call an engineer.” Some of the dads and the moms were more attracted to the team (the cheerleaders) represented, and they learned that no cheerleader makes a living on 35 bucks a game…they have professions.

We started to realize we were challenging stereotypes of scientists, cheerleaders, engineers. We have so many science cheerleaders in the database, working now with the NFL and NBA, (that) when a local event is happening, I can contact science cheerleaders in the Boston area tell them, and they can go if they want. They don’t have talking points … they say what they want to say. A Patriots cheerleader says cheerleading was great for her professional career, standards were super high for her in college. (You have to maintain) a GPA to be cheerleader and athlete, (and that) was helpful.

DXS: And you’ve encountered some criticism from feminists or women in science. How do you handle that?

A: You can’t be a science cheerleader unless you have science connection. I’m the only fraud in the group. That’s the criterion. What is different, there was so much media play…NPR, CNN, TODAY Show, you can only get across so much in a video. A couple of people took a video where someone says “go science” and assumed we’re just dressing people up as cheerleaders and sending them around to yell that. (But) there’s a lot of depth with what they do.

Many are very accomplished in their fields, going on to do research. One is getting her PhD in chemistry, working on gold nanoparticles to treat pancreatic cancer. That criticism that’s ill informed is the worst type. Putting them in a bad light and they don’t deserve it. They volunteer to do this. They do it because they really believe in it. There are an estimated 3 to 4 million cheerleaders in the US. They want to reach that group, let them know it’s OK to love math and science, (to say) here’s my experience, here’s how I learned what an engineer is, here’s what my day is like. They’re all available to be pen-pal partners. As much as we preach “don’t let other people bother you or criticism bother you,” I don’t like to see ill-informed or misinformed statements.

Q: Have you encountered situations in which your expression of yourself outside the bounds of science has led to people viewing you differently–either more positively or more negatively?

A: Yes. (What) we have is mostly anecdotal…have a number for people coming to site, watching video, we try to save emails and letters that come in from moms of little girls who just want to be cheerleaders but also are talented, and the moms feel they’re talented in math and science and grow concerned about their daughters losing that for their love of cheerleading and dance and are happy to see these role models on the site.

In terms of other positive impacts, if we just look at it from public outreach, it’s been incredible because of the media’s interest. Media interest in this, the teams themselves…it’s not easy to reach Baltimore Ravens fans w positive messages about science and tech or women and science and tech, so when the Ravens repost the interviews and tweet it to their fan base, that’s very positive.

Lines at live events are pretty long with kids lining up to get autographs from the Science Cheerleaders. We always look for local or regional citizen science activity to capitalize on that attention to get those people to do something. For example in South Texas a science and engineering festival. We did our routine, a bunch of people line up for autographs, our choreographer is the reigning Miss United States. That attracts people as I talk about a local researcher who needs their help for citizen science project. (It’s) super simple to use that attention to say “hey, by the way, you’re needed. When you see this crayfish–hold up a picture–it’s considered invasive. Here’s Dr. Zen!” He (Dr. Zen) came out and talked, while they’re waiting inline, a captive audience, and we give the Website where they can get involved.

Our sister site, is now a full-size website called SciStarter, a startup company. That was named one of Philly’s top-10 tech startups last year! It aggregates all of the citizen science projects out there. We rely on that at all of the Science Cheerleader appearances.

I can do what I know how to do, but I would love some grad student or organization that does evaluations or measures outcomes and help me learn more about the metrics, direct outcomes that can be measured, and how do I do that.

DXS: Have you found that your non-science expression of creativity/activity/etc. has in any way informed your understanding of science or how you may talk about it or present it to others?

A: It’s a great question. It’s interesting because that Science Cheerleader blog that I started with and still have–it’s a very diverse audience. There are people who came because they’re reading about their favorite teams’ cheerleaders doing cool things and that ‘s great. I’d have a lot of those types coming to the site, and they’d learn, “hmm that’s interesting I didn’t realize that’s what a chemical engineer does,” then look to their right and see, “hmmm this is happening in Boston”… and take next step from passive reader to getting involved in a citizen science project. The goal is to move them to being actively engaged citizens getting them prepared aware involved in the science policy conversation. I know that sounds so farfetched but not nearly as much as a couple of years ago.

It is not easy to talk to different audiences. I used to preach “know your audience,” but I’ve learned more from my audience than they may have from me. I consider some of the science bloggers, and they’re a part of the audience. I learned they don’t like 76ers involved without science degrees, and we responded to that. What one group likes another won’t. There’s no “one size fits all.” We try to (appeal) to a wide variety of audiences coming to site….from those interested in science policy to people who come because they want more about citizen science efforts. We can point them to these things through SciStarter.

DXS: How comfortable are you expressing your femininity and in what ways? How does this expression influence people’s perception of you in, say, a scientifically oriented context? And does that impression evolve at all?

The initial impression, even through me–and I think the Science Cheerleaders would say this too, even when I was of the Sixers…(pauses)… let’s talk motivation for a minute, why most of these women choose to become professional cheerleaders, why would you do that? The bottom line is that there are very few opportunities to continue dancing and performing once you’re out of college. My personal experience–and you’ll see this in interviews–your options are so limited, and we wanted to continue performing, usually it’s dancing. We see an audition in paper, and they’re looking for people who know how to do triple pirouettes, and the opportunity to continue to perform is there.

I wish we didn’t have to wear those uniforms when I was on the Sixers. I loved every single thing about it except for some of the uniforms. I would love for the NFL and NBA to look and say, “We didn’t realize cheerleaders felt that way and tone it down,” (but) it’s not going to happen. I encourage people to read interviews to see what motivated some of the cheerleaders. I wasn’t a gung-ho Sixers fan who wanted to do this for the team, but some people almost their whole lives dreamed of being a cheerleader for their team.

In terms of embracing being feminine, I don’t know anyone who is that 100% of the time. My hair looked decent, I wore OK clothes, but I don’t walk around like that all the time. I think that the reality of the situation is there’s no one walking around looking like a professional cheerleader all the time. I doubt that the Science Cheerleaders look like that when they go into the lab, not because they want to be taken seriously but for convenience. It s a lot of work to look like that.

I wish that the people who pave the way for these Science Cheerleaders to be exploring the careers they have now–lots are supportive and embrace them but that also happens to be where the toughest critics are embedded. They know better than anyone what it feels like to have somebody work against you. I wish they’d ease up on Science Cheerleaders and let them be all that they can be. They can relate to an audience it’s not easy for us to reach. I can’t reach those little cheerleaders out there myself, but they can, maybe through pom-poms or uniforms or a connection with the moms. It does evolve

Some teams require you to be in school full time or have a full-time job. They want smart cheerleaders because you have to be out doing public speaking so if you’re not articulate or bright…pretty girls and good dancers are a dime a dozen…your success comes down to your interview.

These Science Cheerleaders are by far way more secure in their dual roles than I was. I’m not sure why or how, but when you see them at appearances, they’re looking for ways to embrace these two roles. They’ll say in their interview, I don’t care what people in my lab think about my wearing makeup and so on, and they mean it. These women walk the walk.

DXS: If you had something you could say to the younger you, back when you weren’t so comfortable with yourself about the role of expression and creativity in your chosen career path, what would you say?

A: If I had read one of these interviews when I was, say, in fifth grade, and I read one of those Science Cheerleader interviews, it would resonate w me in a different way. It might not have an impact on me personally when I was a kid…the cheerleaders on our team, we were athletes. Most cheerleaders are leaders in their schools, involved in leadership and academics, student government. The stereotype is total bunk. 

I can tell you that in some point in my life, I can think back to times, like my first big job at Discover, had I read these interviews as a kid, I may have felt more comfortable about being authentic about every aspect of me. 

To use the Pop Warner example, we set a world record with them, 1300 little cheerleaders cheering for science for five minutes. I have a sneaking suspicion that fast forward 10 years from now, they might be interviewed, by you maybe, about how they got interested in science, and they might say, when I as in 8th grade, I got called in to do this science cheer thing, and it opened my eyes to science as a valid career. If it doesn’t happen at a young age for some of these girls, they might reflect back to something they experienced science cheerleading and feel entitled to embrace all that they are and feel good about that.
————————————————————————–
See the Science Cheerleaders in action at the Science and Engineering Festival:

By Emily Willingham, DXS managing editor