Independence vs. Interdependence

C2C Workshop - Day 3, Block 4

Goals for this session

• Spent a lot of time on separate “tracks” for the last few days - we want to come together�
• Talk about the myth of independence - how it impacts science & us�
• Explore what it means to work interdependently

Myth of Independence

• Pervasive idea in physics and culture generally that you’re “supposed to do everything on your own” ¹
• In physics/science, can name examples like:
• Einstein’s theory of relativity
• Newton’s laws
• Leads to things like:
• Equations being named after one person
• If you think hard enough, you’ll come to a brilliant idea
• You have to be a genius to do physics/science
• Achievement awards for a single person

1 Smith, 2023

Myth of Independence

• Also true in society generally…
• “Pull yourself up by your bootstraps” mentality
• “I don’t want to bother them”
• “I should be able to ____ by myself”
• “I shouldn’t ask for help again”�
• But…this is a myth.�
• For this session,
• Examine a few examples of the myth of independence
• Recognize the ways that we get support in our work & lives
• Shift to interdependence thinking

Activity 1: Case Studies - Independence in STEM

Now you’ll choose one of three cases to explore more deeply.

• Nobel prize for DNA discovery
• Dr. Díaz-Merced experience as a blind astronomer
• Your own experiences�

We’ll have you:

• Choose a case that speaks to your interest or curiosity.
• Join others who selected the same case to form a group.
• Read through the provided articles for your chosen case. Take note of anything that stands out to you, e.g., moments of challenge, support, independence, etc.
• After reading, there are some discussion prompts to talk through with your group. There’s no need to answer every question & feel free to deviate if you want. Please focus on what feels most meaningful to your group.

Case 1: Discovery of the DNA double helix

• Nobel Prize in Physiology or Medicine 1962
• The double helix and the “wrong heroine”
• Due credit
• What Rosalind Franklin truly contributed to the discovery of DNA’s structure

Discussion questions:

• What barriers (e.g., personal, institutional, or cultural) did Franklin face?
• How did the informal scientific networks affect access to recognition and resources?
• How does this story align/unalign with the idea of “independence?”

Case 2: The Astronomer who listens to the stars

• Celebrating scientists with disability - Wanda Diaz-Merced
• Dr. Wanda Diaz-Merced: The astronomer who listens to the stars
• Solar eclipse accessibility to people who are blind

Discussion questions:

• Dr. Díaz-Merced developed sonification to re-enter a field that had excluded her. Have you ever needed to adapt your way of learning or teaching physics to make it accessible?
• Wanda didn’t initially imagine a place for herself in astronomy. Do you ever question whether you belong in certain spaces (research labs, classrooms, etc.)?
• Wanda often found a sense of belonging and support outside of traditional classrooms and labs. Have you ever found (or wished for) spaces, formal or informal, where you felt more included or better supported while taking classes, doing research, or navigating college life?
• How does this story align/unalign with the idea of “independence?”

Case 3: From your own experiences

Discussion questions:

• In your own courses or career, where have you seen messaging about “independence?”
• What (or who) pushes or motivates those messages?
• Have you ever adjusted your words/actions/etc to be perceived as more “independent”
• When do you find yourself most trying to be independent? (Using the phrases below?)
• “Pull yourself up by your bootstraps” mentality
• “I don’t want to bother them”
• “I should be able to ____ by myself”
• “I shouldn’t ask for help again”

Not how science is done…

• Discovery is collective.
• Rosalind Franklin’s story shows how invisibility in collaboration can distort history.
• Wanda Díaz-Merced’s story shows how supportive networks can transform possibility.
• Real science doesn’t emerge in isolation. It grows through relationships, mentorship, disagreement, and shared insight.
• We are always building on others’ work.
• We are always learning with and from each other.

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“Independence” may be a cultural ideal, but it’s not a scientific method.

Activity 2: Mapping your collaborators

To emphasize this point, we want to take a few minutes to recognize who we rely on and what we rely on them for. Reflecting on your experience in science, learning, and teaching,

• Who has supported you in meaningful ways, inside or outside the classroom or lab?
• What do you rely on that person/group for?

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Draw a concept map showing the people, groups, and connections that support you in being able to do your work. You can include mentors, peers, students, programs, affinity groups, or anyone else who has played a role.

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Then add in a note about what you rely on them for.

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There’s no right or wrong way to do this. Doesn’t have to be “complete.”

Example of a collaborator map

Interdependence

From this collaborator map, we want to notice:

• How many people we rely on
• The diverse ways that people support us
• This is true for everyone in the room - no matter your disability identity. None of us “does it alone”

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Shifts thinking to interdependence instead of independence.

Interdependence

Interdependence is critical piece of the Disability Justice movement, both recognizing and shifting towards interdependence as the expectation.^1,2

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Interdependence is the idea that “we meet each others’ needs as we build toward liberation” ² - 10 Principles of Disability Justice, Sins Invalid

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“...Interdependence that embraces need and tells the truth: no one does it on their own and the myth of independence is just that, a myth.” ² - Mia Mingus, Leaving Evidence

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“Interdependence acknowledges that our survival is bound up together, that we are interconnected and what you do impacts others…If we do not understand that we are interdependent with the planet we as a species will not survive.” ³ - Mia Mingus, Leaving Evidence

2 Sins Invalid

3 Mingus, 2011

4 Mingus, 2022

1 Boren, 2022

Interdependence

We want to spend some time imagining, wondering, and reflecting around: ��What would/does it look like to embrace an interdependent perspective instead of independent?

• What would/does it mean for your own thinking? For your own thoughts?
• What would/does it mean for your courses? Either as a student or instructor?
• What would/does it mean for your life outside of the classroom? (Research, clubs, hobbies?)

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