The IMA has partnered with the Association for Women in Mathematics (AWM) for more than 10 years with the goals of both increasing the participation in IMA programs by women and assisting young women mathematicians in their career development.

Female IMA Postdoctoral Fellows

The IMA Postdoctoral Program has surely been a driving force for women in the mathematical sciences. Since appointing Amy Novick-Cohen as the first postdoctoral fellow in 1984, the IMA has appointed 47 female postdocs, the majority of whom are now leaders in the mathematical sciences and related fields with clear influence on the scientific landscape. Their continued loyalty to and association with the IMA in turn increases our effectiveness. Leonore Cowen, an IMA postdoc in 1993, was advisor to Christine Cheng, who became an IMA industrial postdoc in 2000. Ruth Williams, an IMA postdoc in 1986, who has had two women among her five Ph.D. students, also served on the IMA Board of Governors.

The IMA has hosted Career Options for Underrepresented Groups in Mathematical Sciences workshops with the goal of encouraging underrepresented minorities at various stages of their careers, including graduate students and postdocs with Ph.D.s in mathematics or math-related fields to become prepared to work in academia, industry, or government labs.

The Modern Math Workshop is held annually in conjunction with the SACNAS conference. The workshop on contemporary research in mathematics is sponsored by all of the U.S.-based mathematics institutes. The topics for this workshop are directly related to programs that are to occur at the sponsoring institutes during the corresponding academic year. All presentations are expository and are intended for mathematical scientists and students who may not necessarily be working in these areas, but who are interested in learning about new developments and the possibility of visiting one of the mathematical institutes.

Research has shown that girls’ positive attitudes toward mathematics decline as they grow older and that, starting in the middle-school grades, girls are less likely than boys to choose elective courses in mathematics and sciences. Also, educational studies show that middle-school girls may not realize that their preferred career choice requires coursework in mathematics and sciences. However, the good news is that, as new research by a team of psychologists at the University of Wisconsin-Milwaukee indicates, the self confidence in mathematical ability instilled by teachers and parents is more important for young girls to learn mathematics and science than their initial interest. As such, more attention should be given to building knowledge and confidence in mathematics ability early in girls’ education. Building on a successful history, the Girls and Mathematics Program aims to:

• show middle-school girls that the study of mathematics—too often regarded as difficult and not appropriate for girls—can be exciting, beautiful, and useful;
• introduce middle-school girls to a variety of career opportunities for which sophisticated mathematical ability plays a key role;
• emphasize the strategic role mathematics plays for success in STEM careers;
• build confidence in the girls’ mathematical knowledge through engaging and quality mathematical instruction;
• provide the participants with a support group and competent mentors who are successful undergraduate, graduate, and professional women from the STEM workforce; and
• ultimately shape the way the girls view themselves and their mathematical interest and ability.

I was born and raised in Iran and was among the first Iranian woman to earn a Ph. D. in mathematics which I was awarded from Brown University in 1979. I am a professor of mathematics at the University of Saint Thomas where I have spent most of my professional career—including being the chair of the department of mathematics from 1996-2004. As a mathematics professor in a liberal arts college, I have been successful in engaging undergraduate students, in particular, underrepresented students, to get involved in doing research in mathematics. I first came to the IMA as an Associate Director in 2006, and was named the IMA’s Associate Director for Diversity in 2008.

I have always been interested in promoting the mission of increasing diversity in mathematical sciences and fostering the success of underrepresented minorities to attain advanced degrees, careers, and positions of leadership and I have had the privilege of contributing towards this mission by working part-time at the IMA.

Since my appointment as the associate director for diversity, I have been involved in organizing several workshops and conferences, for women and other underrepresented groups to help them gain more visibility in the mathematical community, receive mentoring support, and increase their exposure to professional opportunities. In particular, I organized the Modern Math workshop (last two years), to advance the involvement of scientists from underrepresented groups in mathematical sciences. Organizing these workshop has been one of the most valuable, and rewarding experiences I have had through my career.