Astronaut Dr. Sally Ride:
Grounded In Math And Science
by Ingrid Hoffmeister
Before interviewing astronaut Dr. Sally Ride,
I felt huge waves of inadequacy washing over me. I have to confess
I am a person completely spaced out when it comes to math and
science. I failed both exams at high school in England and as
a mature student studying in the U.S., cheated my way into an
advanced English class that required math (of a certain standard)
as a pre-requisite. I confess that my bachelor’s degree
and later master’s resulted in part because a young college
office employee looked into my then 41-year-old face and asked
almost rhetorically, “Well you must have completed that
in high school?” I sheepishly answered “Yes,” so
she signed off on my pre-requisite math class.
On the other hand,
Ride is a spectacular example of accomplishment in the fields
of science and technology. To prepare for the interview,
I read about her major contributions to NASA, her publications
as a space pioneer, and her research centering on the theory
of nonlinear beam-wave interactions, primarily connected with
free electron lasers and related nonlinear systems. Oh boy.
Schoolgirl
fears resurfaced. I don’t speak the language
of physics, the language spoken by Ride who in 1983 at age
32, became the first woman astronaut on the STS-7 Challenger
space
shuttle. I calmed myself, trusting from experience that with
research in hand and sitting face-to-face with Ride, the
human component would combat any problems. When Ride’s
assistant rang to change the in-person meeting to a 30-minute
telephone
interview, I felt myself orbit into a different galaxy.
A
week later and back to earth, I sat waiting for the phone
to ring at the arranged time with my researched questions
in hand.
When the phone rang, a relaxed, warm, and welcoming voice
greeted me through the airways. I noted my surprise as
I forged forward
with my questions and wondered why I had expected differently.
Ingrid Hoffmeister: At age 27 you read about
NASA’s call for astronauts in the Stanford University newspaper
and applied. Eight thousand candidates applied that year; 35
were accepted and six were women. Can you identify what qualities
made you one of the selected?
Sally Ride: During NASA’s selection, I
think they look for more than a good education. They are looking
for someone
who is intellectually motivated with an appreciation for teamwork.
The team includes everyone working from the ground to the astronauts
in space.
IH: On June 18, 1983, you launched into space
as the only woman crewmember. How did you deal with the lack
of personal
privacy
during a six-day flight?
SR: Actually, privacy was quite reasonable — you
have to appreciate that the crew is together for a year before
the flight.
They train and travel for 16 hours every day. It is almost
like flying in space with your family.
IH: What were your thoughts
as you looked back at earth from
space?
SR: Looking back at earth made me realize
how life on the planet is fragile. Little separates us from
the complete
vacuum of
space.
IH: You were training for your third mission
when Challenger exploded in 1986. President Reagan appointed
you
to the Presidential
Commission charged with investigating the accident. What
was your role in the investigation and how difficult was
it for
you to participate?
SR: As a member of the investigation team,
I was charged with collecting information and sifting through
the data
pertaining
to the accident. It was a difficult and emotional investigation
because I was close to the four astronauts who died. They
were part of our original group of 35 and we had all trained
together.
At the time, all the astronauts wanted to be involved in
some way or another — have a role in the investigation.
IH: You retired from NASA in 1987 and became the director of
the California Space Institute and professor of physics
at
the University of California San Diego. Here you have pursued
your
passion for encouraging young women to study science and
math. Why did you choose to do this in San Diego?
SR: I grew up in Southern California near
Los Angeles and always knew I wanted to return even though
I had lived in
Washington,
D.C. and Houston. Currently, I have taken a leave of absence
to work on Imaginary Lines, an organization I founded in
La Jolla to provide support for all girls who are — or
might become — interested
in science, math, and technology.
IH: Why do you advocate
so strongly for girls in science and math?
SR: It comes naturally to me. From the ages
of eight to 16 I grew up interested in math and science,
but unlike my friends
who moved on to different subjects, I always knew I wanted
to
work in science. In elementary school, two-thirds of girls
are interested in science, but by the end of sixth or seventh
grade,
they have lost confidence in pursuing it. Girls easily lose
confidence. I learned this later in my career, when I started
speaking to
middle school girls and saw how strongly affected they are
by societal pressures and stereotyping.
My parents were not
scientists and could have easily directed me into other areas
or subjects, but they had a larger view
of life and placed a high value on education. They were open-minded
with friends from various cultural backgrounds. I also believe
what happens outside of school, in families and social circles,
influences and shapes the attitude and perception of children’s
future career goals.
[Ride is clearly a passionate advocate
with a message and manner that draws me closer to the phone — isn’t
she talking about me? I had lost confidence in math and science
somewhere
between the ages of 11 and 14 and had never quite recovered.
My personal fears and misconceptions are still lingering
and prodding me – even during the interview.]
IH: Can
you describe some of the programs in Imaginary Lines?
SR: We have programs and events that bring girls together
who enjoy the same things, letting them know that there are
thousands
and thousands of girls like them — there is a community
like them — who enjoy math and science. We bring in female
role models — women who make a difference. Imaginary Lines
holds a science festival, a one-day event for middle school girls,
usually held on a college campus. I invite 20 to 25 professional
women from the local area to talk to the girls in small groups
with the idea of changing and redirecting their perceptions.
If, for example, we held the festival at Stanford, I would invite
around eight female Stanford professors and the rest would be
composed of local women doctors and women in business. We hold
workshops and want the girls to experience a fun event. |
