A diverse view of science to catalyse change

Urbina‐Blanco, César A.; Jilani, Safia Z.; Speight, Isaiah R.; Bojdys, Michael J.; Friščić, Tomislav; Stoddart, J. Fraser; Nelson, Toby L.; Mack, James; Robinson, Renã A. S.; Waddell, Emanuel; Lutkenhaus, Jodie L.; Godfrey, Murrell; Abboud, Martine I.; Aderinto, Stephen Opeyemi; Aderohunmu, Damilola V.; Bibič, Lučka; Borges, João; Dong, Vy M.; Ferrins, Lori; Fung, Fun Man; John, Torsten; Lim, Felicia Phei Lin; Masters, Sarah L.; Mambwe, Dickson; Thordarson, Pall; Titirici, Maria Magdalena; Tormet‐González, Gabriela D.; Unterlass, Miriam M.; Wadle, Austin; Yam, Vivian Wing‐Wah; Yang, Ying‐Wei

doi:10.1038/s41557-020-0529-x

Cited by 17 publications

(8 citation statements)

References 28 publications

(24 reference statements)

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“…The dimensions of diversity include but are not limited to: (i) ethnic or national origins, skin colour or nationality, (ii) gender, gender identity and gender expression, (iii) sexual orientation, (iv) background (socio-economic status, immigration status or class), (v) religion or belief (including absence of belief), (vi) civil or marital status, (vii) pregnancy and maternity, paternity, parental leave, (viii) age and (ix) disability. (Urbina-Blanco et al 2020 , 18307).…”

Section: The Challenge Of Inclusivenessmentioning

confidence: 97%

COVID-19 and Biomedical Experts: When Epistemic Authority is (Probably) Not Enough

Pietrini

Lavazza

Farina³

2022

Bioethical Inquiry

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This critical essay evaluates the potential integration of distinct kinds of expertise in policymaking, especially during situations of critical emergencies, such as the COVID-19 pandemic. This article relies on two case studies: (i) herd immunity (UK) and (ii) restricted access to ventilators for disabled people (USA). These case studies are discussed as examples of experts’ recommendations that have not been widely accepted, though they were made within the boundaries of expert epistemic authority. While the fundamental contribution of biomedical experts in devising public health policies during the COVID-19 pandemic is fully recognized, this paper intends to discuss potential issues and limitations that may arise when adopting a strict expert-based approach. By drawing attention to the interests of minorities (disenfranchized and underrepresented groups), the paper also claims a broader notion of “relevant expertise.” This critical essay thus calls for the necessity of wider inclusiveness and representativeness in the process underlying public health policymaking.

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Section: The Challenge Of Inclusivenessmentioning

confidence: 97%

COVID-19 and Biomedical Experts: When Epistemic Authority is (Probably) Not Enough

Pietrini

Lavazza

Farina³

2022

Bioethical Inquiry

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“…Leading figures in the scientific and chemistry community are asking for conversations on Diversity, Equality, 1 and Inclusion (DEI/EDI), and the accompanying actions that will achieve change to be brought into the mainstream [1a,b] . A slew of chemistry editorials have appeared setting out the need for the discipline to address issues of sexism and racism, and to move beyond words and into action [2a–d] .…”

Section: Demographic Datamentioning

confidence: 99%

An Area‐Specific, International Community‐Led Approach to Understanding and Addressing Equality, Diversity, and Inclusion Issues within Supramolecular Chemistry

et al. 2021

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Diversity, equality, and inclusion (DEI/EDI) are pressing issues in chemistry and the natural sciences. In this Essay we share how an area‐specific approach is “calling in” the community so that it can act to address EDI issues, and support those who are marginalised. Women In Supramolecular Chemistry (WISC) is an international network that aims to support equality, diversity, and inclusion within supramolecular chemistry. WISC has taken a field‐specific approach using qualitative research methods with scientists to identify the support that is needed and the problems the supramolecular community needs to address. Herein, we present survey data from the community which highlight the barriers that are faced by those who take career breaks for any reason, a common example is maternity leave, and the importance of mentoring to aid progression post‐PhD. In conclusion, we set out an interdisciplinary and creative approach to addressing EDI issues within supramolecular chemistry.

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“…The recent national spotlight on police brutality has reinvigorated conversations about how to dismantle systemic and institutionalized racism in America. − Among scientists, these conversations have centered around the lack of representation of BIPOC students in STEM and what we can do to proactively support and engage this community of scholars. − Within the realm of STEM education, one solution lies in establishing more deliberate connections between the introductory curriculum to the broader context it operates in . As part of our ongoing efforts to imbue our introductory chemistry curriculum with environmental and social justice issues, we set out to develop an assignment in our introductory organic chemistry course that focuses on the experiences of underrepresented people in STEM.…”

mentioning

confidence: 99%

Engaging Chemistry Undergraduates in Conversations About Diversity, Equity, and Inclusion: Development of a Discussion Assignment Based on the Documentary Picture A Scientist

Navarro

Linden

et al. 2022

J. Chem. Educ.

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The documentary Picture a Scientist was adapted into a discussion-based laboratory assignment for organic chemistry students in an effort to open conversations about racism and gender-based harassment in STEM. The viewing of the documentary was scaffolded to prepare students to have a meaningful experience and to help manage and support distress from the viewing, if any. Students had different avenues to process their reflections after viewing the documentary, individually and in a group. The stories of the three scientists remind viewers that the lack of diversity, equity, and inclusion has a negative impact on not only their work but also science in general. The students' discussions and reflections underscore the importance of incorporating environmental and social injustice issues into traditional chemistry curriculum and highlight the fundamental work members of the STEM community must engage in moving forward.

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A diverse view of science to catalyse change

Cited by 17 publications

References 28 publications

COVID-19 and Biomedical Experts: When Epistemic Authority is (Probably) Not Enough

COVID-19 and Biomedical Experts: When Epistemic Authority is (Probably) Not Enough

An Area‐Specific, International Community‐Led Approach to Understanding and Addressing Equality, Diversity, and Inclusion Issues within Supramolecular Chemistry

Engaging Chemistry Undergraduates in Conversations About Diversity, Equity, and Inclusion: Development of a Discussion Assignment Based on the Documentary Picture A Scientist

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