We live in an era of abundant scientific information, yet access to information and to opportunities for substantive public engagement with the processes and outcomes of science are still inequitably distributed. Even with increasing interest in science communication and public engagement with science, historically marginalized and minoritized individuals and communities are largely overlooked and undervalued in these efforts. To address this gap, this paper aims to define inclusive science communication and clarify and amplify the field. We present inclusive science communication as one path forward to redress the systemic problems of inequitable access to and engagement with STEMM (science, technology, engineering, mathematics, and medicine). We describe the first national Inclusive Science Communication (InclusiveSciComm) Symposium held in the U.S. Based on the experience of organizing the symposium, we discuss recommendations for other convenings to help build a community of practice for inclusive science communication. In both research and practice, we advocate for more experimentation to help make inclusive science communication the future of science communication writ large, in order to engage diverse publics in their multiple ways of knowing and expand a sense of belonging in STEMM.

The language of science is largely metaphorical. Scientists rely on metaphor and analogy to make sense of scientific phenomena and communicate their findings to each other and to the public. Yet, despite their utility, metaphors can also constrain scientific reasoning, contribute to public misunderstandings, and, at times, inadvertently reinforce stereotypes and messages that undermine the goals of inclusive science. This paper 1) examines the generative potential of metaphors to the advancement of scientific knowledge and science communication, 2) highlights the ways in which outdated metaphors may limit scientific inquiry and contribute to public misunderstandings, and 3) critically analyzes the implications of cryptic social and political messages embedded in common metaphors in the life sciences.

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Modern web browsers are incredibly complex, with millions of lines of code and over one thousand JavaScript functions and properties available to website authors. This work investigates how these browser features are used on the modern, open web. We find that JavaScript features differ wildly in popularity, with over 50% of provided features never used in the Alexa 10k.We also look at how popular ad and tracking blockers change the distribution of features used by sites, and identify a set of approximately 10% of features that are disproportionately blocked (prevented from executing by these extensions at least 90% of the time they are used). We additionally find that in the presence of these blockers, over 83% of available features are executed on less than 1% of the most popular 10,000 websites.We additionally measure a variety of aspects of browser feature usage on the web, including how complex sites have become in terms of feature usage, how the length of time a browser feature has been in the browser relates to its usage on the web, and how many security vulnerabilities have been associated with related browser features.

We qualitatively investigated ways in which undergraduates unpacked their perceptions of STEM careers after attending a seminar series that introduced them to diverse scientists. Using Social Cognitive Career Theory (SCCT) as a guiding framework, we explored how culturally-specific realities impacted students’ career choices. Our findings suggest that familial ties and cultural expectations played key roles in determining how students navigated career choice. Our results have implications for how institutions navigate career pursuit discussions with students.

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