DENT Files

Astronaut Cady Coleman On Spacesuits, STEM, and Inclusive Education

By Steve Broback

The National Science Foundation reports 80% of jobs available in the coming years will require math and science skills. Despite this need, estimates say less than a third of high school graduates test ready for higher education in science, and less than half are considered prepared for college-level math courses.

Unequal access and outcomes compound this shortfall. A 2013 report by the U.S. Census Bureau found that although women make up nearly half of the American workforce, they represent only 26% of STEM workers. Similarly, African Americans account for only 6% and Hispanics for only 7% of professionals employed in STEM-related jobs.

I recently hosted an online fireside chat with retired astronaut and Dent board member Dr. Cady Coleman, who has dedicated her time and experience to help draw women and minorities into the sciences. In this conversation, she discussed the issues and challenges surrounding STEM education and the opportunities for building a brighter future for students around the world.

Cady is a pilot who holds a bachelor’s degree in chemistry and a doctoral degree in polymer sciences. She is best known for her two flights for science-based missions aboard the space shuttle Columbia and a six-month 2010-2011 stint on the International Space Station. As I mentioned in a prior column for Innovation & Tech Today, the value of “nontraditional” participants cannot be overstated, and there is strong evidence that it is these people who drive real innovation. Cady believes that it’s critical that both institutions and individuals stop and take note of those “hidden figures” who may not currently be factored into decisions made about how an organization or educational institution operates.

Cady cites how cost-cutting measures were made by NASA to eliminate small space suits in the 1990s. This change effectively eliminated a third of the female astronauts from being considered for spacewalks on the International Space Station. Fortunately, NASA has committed to designing suits that will fit everyone in the astronaut population so that the upcoming generation of moon-walkers will be more representative of the population.

Had NASA brought female astronauts and other stakeholders into the conversation as the decision was being made years ago, many more young women worldwide might have been inspired sooner. This year’s spacewalk by two women on the ISS will create ripples for years to come.

This example is one of many that taught her the importance of “being involved in the process” and “cheerfully showing up at meetings I wasn’t invited to.” From her experience, intentional exclusion has been less of a problem than simply the lack of vision of decisionmakers to bring in all relevant stakeholders. Given that, she believes people should feel empowered to take an active role in being heard.

Cady is involved with two organizations that she feels serve as good examples of proactive inclusion. One is the MIT Media Lab’s Space Exploration Initiative, including the Space Enabled research group led by Dr. Danielle Wood. This group aligns space technology to support societal needs and makes a point of pursuing input and leadership from nontraditional participants. Another is Arizona State University, where Cady serves as the Global Explorer in Residence. ASU recently launched the Research for Inclusive STEM Education Center. ■