Accessible Astronomy

Today's guest post is by Jesse Shanahan.  Jesse is a graduate student studying astrophysics at Wesleyan University where she studies supermassive black holes and active galactic nuclei with Dr. Edward Moran. In her spare time, she organizes public outreach events at local schools, specializing in special needs and at-risk classrooms. In her first year of graduate school, she founded an astronomy outreach program for kids, which has received attention from press and remains a popular bi-monthly event at Van Vleck Observatory. She also provides virtual and in-home tutoring for K-12 in math, writing, test preparation, and study skills. Throughout her career, Jesse has advocated staunchly for inclusive equity and is a founding member of the Astronomy Anti-Racism Group (AARG!). She continues to be a dedicated disability rights activist and is currently in the process of forming the first working group on disability justice and accessibility in astronomy.   

The more time I spend in astronomy, the more I realize that the ability to just do science is an incredible privilege. Generally speaking, I’ve never experienced this fully due to being a female-presenting astronomer. However, even setting aside gender discrimination and harassment,  I’ve never experienced the privilege of being able to access my workplace, data, or classroom like my coworkers, advisors, and students can.

Why?

Well, I have a disability. My first semester in graduate school, I was unable to use any of the telescopes in the observatory, either for research or for class purposes.  They all required the ability to climb steep stairs. My very first physics class was in a lecture hall dominated by stairs. When I did research at Arecibo Observatory and Green Bank Telescope, I had similar experiences. Everything required the ability to walk distances, climb hills, or climb stairs. My first AAS conference, I had to sit in front of my poster rather than stand, and I was harassed for it. People equated my need for a chair with laziness: a common form of ableism. When I received accommodations from my university (which are my legal right according to section 504 of the Americans with Disabilities Act), several professors responded with similar assumptions. My need for rest or flexible deadlines was consistently interpreted as laziness rather than an actual physical need.

Inclusive Astronomy 2015: Update #1

This guest post is composed by the organizers of the Inclusive Astronomy meeting.

The inaugural Inclusive Astronomy meeting is coming up in less than three months: June 17-19, 2015 at Vanderbilt University in Nashville, Tennessee!  This meeting is being planned in response to the reality that marginalized people face -isms and -phobias which function as barriers to their participation in astronomy.  As organizers, we are excited for this meeting and hope that it will be the first of many.  

The content of the meeting is being organized under four broad topical areas:

• Barriers to access;
• Inclusion and access to power, policy, and leadership;
• Creating inclusive climates; and
• Establishing a community of inclusive practice.  

Each broad area will contain plenary presentations, breakout sessions, and workshops.  Some of the topics to be addressed are: intersectionality between racism, ableism, cissexism/transphobia, heterosexism, and sexism; campus/workplace climate; accessibility; addressing harassment and sexual violence on campuses and in workplaces; allyship; strategies for developing bridge programs; developing the skills to influence astronomy policy; and the societal boundary conditions that impact work toward equity and inclusion in astronomy.  The plenary presenters include Chanda Prescod-Weinstein on intersectionality; Kenjus Watson on creating inclusive environments; Lydia Brown on disability justice, autistic self-advocacy, and the intersection of ableism with racism; David Helfand on why policy matters; Rachel Ivie on demographics; and a panel discussion by Ebony McGee, Casey Miller, and Richard Pitt on science identity in students, problems with the GRE, and stereotype threat.