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INTRODUCTIO

N TO STA

TISTIC

S

U N I T 1 , L E S S O N 1 ; A P S T A T S

HIRING DISCRIMINATION

With your neighbors, talk about and complete the distributed activity.

IntroductiontoAPStatsHiringdiscrimination:Itjustwon’tfly!

Anairlinehasjustfinishedtraining25juniorpilots—15maleand10female—tobecomecaptains.Unfortunately,onlyeightcaptainpositionsareavailablerightnow.Airlinemanagersannouncethattheywillusealotteryprocesstodeterminewhichpilotswillfilltheavailablepositions.Thenamesofall25pilotswillbewrittenonidenticalslipsofpaper,placedinahat,mixedthoroughly,anddrawnoutoneatatimeuntilalleightcaptainshavebeenidentified.

Adaylater,managersannouncetheresultsofthelottery.Ofthe8captainschosen,5arefemaleandonly3aremale.Someofthemalepilotswhowerenotselectedsuspectthatthelotterywasnotcarriedoutfairly.Oneofthepilotsknowsthatyouaretakingastatisticsclass,andcomestoyouforadvice.Youoffertoconsultwithyourclassmatesandgetbacktohim.

Thekeyquestioninthispossiblediscriminationcaseseemstobe:isitplausible(believable)thattheseresultshappenedjustbychance?Tofindout,youandyourclassmateswillsimulatethelotteryprocessthatairlinemanagerssaidtheyused.

1.Withoutlooking,remove8beadsfromthebag.Countthenumberoffemalepilotsselected.Thenreturnthebeadstothebag.2.Yourteacherwilldrawandlabelaxesforaclassdotplot.PlotthenumberoffemalesyouobtainedinStep1onthegraph.3.RepeatSteps1and2ifneededtogetatotalofatleast40simulatedlotteryresultsforyourclass.0123456784.Discusstheresultswithyourclassmates.Doesitseembelievablethatairlinemanagerscarriedoutafairlottery?Whatadvicewouldyougivethemalepilotwhocontactedyou?5.Wouldyouradvicechangeifthelotteryhadchosen6female(and2male)pilots?Whatabout7femalepilots?Explain.

Number of female pilots chosen in fair lottery

STATISTICAL THINKING The activity models the components of the statistical problem

solving process that we will be using throughout this course:

DEFINITION OF STATISTICS

What, then, constitutes data?

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EX 1: WHAT INDIVIDUALS DO THE DATA DESCRIBE?

EX 2: WHAT INDIVIDUALS DO THE DATA DESCRIBE?

BACK TO INDIVIDUALS…

After it’s determined what individuals are being described, Further, there are

EX 1: WHAT VARIABLE IS BEING MEASURED? AND WHAT KIND OF VARIABLE IS IT?

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EX 2: WHAT VARIABLES ARE BEING MEASURED? AND WHAT KIND OF VARIABLES ARE THEY? HOW TO EXPLORE DATA

1. 

2.

3. 4.

GRAPHICAL DISPLAYS OF DATA: SO MANY CHOICES! GRAPHING CATEGORICAL DATA

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HOLD UP…DON’T GET TOO GRAPH CRAZY.

This is a misleading graph. Any ideas why?

STILL GETTING CRAZY WITH GRAPHS.

Which one is deceptive, and why? What impression do you get?

ON YOUR OWN TO SHARE

1. Using our class, identify one group of individuals.

2.   From these individuals, identify two variables we could measure, one categorical and one quantitative.

3.   Then, repeat #1 and #2, but with a non-human group of individuals. (*note: remember, these individuals do NOT have to be physically in the classroom…they can be, but don’t get too confined with what I’m asking).

Homework: 1, 3, 5, 7, 8, 11, 13, 15, and 17 from section 1.1 of newer edition handout. Also, create the glossary for the terminology from 1.1.