Beverly Leon, Biomedical Scientist, Newburgh, NY

When I enrolled in Orange County Community College, SUNY (OCCC) in the liberal arts honors track five years ago, I had no idea I wanted to be a scientist. I just knew I wanted an education.  But the summer after my first year, I was at a harvest festival when a falconer entranced me. I knew then I wanted to be a scientist, but I was too close to getting my two-year degree to change majors then. Looking back, I realize I always loved animals, especially tigers. But I never thought I would be able to work with them. I come from a small town where the elementary, middle, and high schools are all in the same building.  The world beyond Newburgh, NY seemed out of reach, but I felt I had to try.

Because of Title IX, I had access to math and science classes in high school, which I took as part of my graduation requirements. So, I took a chance and applied to SUNY Purchase, a four-year university, as a science major.  I was scared, but knew I had to do it. Still, there were some big obstacles: I would have to move away from home and find the financial support to make such a big change.

I did some research and applied for the National Institutes of Health’s “Bridges to the Baccalaureate Program” between Purchase College and Orange County Community College.  I couldn’t believe it when I was accepted!  It opened up a whole new world for me! This program, aimed at underrepresented minority students in the biomedical sciences, helps students like me bridge the gap between the two-year and four-year institutions by providing both academic and financial support.

At first, reading scientific papers was overwhelming, but I just kept at it.  I was so lucky to have mentors who helped me through it. I did the work, but they showed me that anybody, even a girl from a small town like me, can achieve her goals!

Part of the program included a five-week Summer Research Program. I worked in the Great Swamp and began a three-year study of the habitat of the Bog Turtle. This was the “glue” that bound together the academics in the classroom and the practical work in the field.  At the end, I presented my research from these studies at two scientific research conferences. It was awesome. I was one of 90 students out of 1200 to win a prize!

As of January 2006, I am an official college graduate. My parents, who have been so supportive throughout my entire school career, are extremely proud.  I’m the first in my family to graduate from a four-year college.  Just two months out of school, I work as a naturalist fulltime, using live animals to teach young children at preschools and daycares.  Now, I’m applying to different graduate schools.  Some day I want to head my own research team to study tigers in their natural habitat.  It’s a super competitive field, but I’m ready to take it on.

I hope that in the future, stories like mine will be less unusual because of Title IX and programs like Bridges. They recognize both the need for more women and minority scientists and the fact that sometimes these students need help and encouragement. I think it is fair to say that the faculty at Purchase saw in me the talent and the dedication to succeed in science. They didn’t let things like my gender or my ethnicity get in the way of seeing a scientist in me.  You shouldn’t either!!

How Title IX Helps

Before Title IX, the stereotype was that girls didn’t like math and science and therefore couldn’t be good at it.  Girls were sometimes steered away from higher-level classes in these subjects and discouraged from joining math and science clubs.  The fact is that girls start out in grade school scoring as well as or close to boys in standardized tests.  But by high school, the numbers drop.

Since Title IX, girls now take upper-level math and science courses required for math and science majors in college at the same rate as boys.  The percentage of girls taking Advanced Placement math and science classes has also increased. But despite secondary school gains, female participation rates decline in colleges.  For example,

• In engineering, women receive only 18% of bachelor’s degrees, 21% of master’s degrees, and 12% of doctorate degrees.
• The highest median starting salaries for college graduates are in the fields of computer science and engineering, fields that have the lowest percentage of women.

Getting more women into college and graduate programs in these disciplines is the next frontier – the unfinished agenda,  Beverly’s story illustrates that women have the interest and ability to do it; we need to work on making sure they don’t face barriers to realizing their dreams.