COVID-19, stress, and inequities in (neuro)science

Sandi, Carmen; Carey, Megan R.

doi:10.1016/j.neuron.2021.08.031

Neuron

2021

DOI: 10.1016/j.neuron.2021.08.031

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COVID-19, stress, and inequities in (neuro)science

Carmen Sandi

Megan R. Carey

Abstract: The COVID-19 pandemic has posed major challenges for diversity, equity, and inclusion (DEI) efforts in research and academia. As chairs of the ALBA Network, we reflect on how the pandemic has exacerbated, and also shone a spotlight on, inequalities in science and society.

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2023

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“…Yet as human beings, we are prone to numerous cognitive biases that interfere with our objectivity. Recent years have brought renewed interest in ensuring that scientific research is conducted and evaluated equitably, especially in the light of widespread and chronic underrepresentation of women and racial, ethnic, and other historically underrepresented, underserved groups in science (Horn et al, 2023;Sandi & Carey, 2021;Smith et al, 2023). As a group of neuroscientists and representatives of the European Journal of Neuroscience (EJN) and its publisher (Wiley), here, we focus on one key step in the dissemination and communication of scientific findings: scholarly publishing.…”

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Strategies and a checklist for increasing diversity, equity and inclusion in your journal

Willis

Carey

Foxe

et al. 2023

Eur J of Neuroscience

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confidence: 99%

Strategies and a checklist for increasing diversity, equity and inclusion in your journal

Willis

Carey

Foxe

et al. 2023

Eur J of Neuroscience

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Equity/Equality, Diversity and Inclusion, and Other EDI Phrases and EDI Policy Frameworks: A Scoping Review

Wolbring

Nguyen

2023

Trends in Higher Education

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Equity, equality, diversity, inclusion, belonging, dignity, justice, accessibility, accountability, and decolonization are individual concepts used to engage with problematic social situations of marginalized groups. Phrases that put together these concepts in different ways, such as “equity, diversity and inclusion”, “equality, diversity, and inclusion”, “diversity, equity and inclusion”, “equity, diversity, inclusion, and accessibility”, “justice, equity, diversity, and inclusion”, and “equity, diversity, inclusion, and decolonization” are increasingly used, indicating that any one of these concepts is not enough to guide policy decisions. These phrases are also used to engage with problems in the workplace. Universities are one workplace where these phrases are used to improve the research, education, and general workplace climate of marginalized students, non-academic staff, and academic staff. EDI policy frameworks such as Athena SWAN and DIMENSIONS: equity, diversity, and inclusion have been also set up with the same purpose. What EDI data are generated within the academic literature focusing on EDI in the workplace, including the higher education workplace, influence the implementation and direction of EDI policies and practices within the workplace and outside. The aim of this scoping review of academic abstracts employing SCOPUS, the 70 databases of EBSCO-HOST and Web of Sciences, was to generate data that allow for a detailed understanding of the academic inquiry into EDI. The objective of this study was to map out the engagement with EDI in the academic literature by answering seven research questions using quantitative hit count manifest coding: (1) Which EDI policy frameworks and phrases are mentioned? (2) Which workplaces are mentioned? (3) Which academic associations, societies, and journals and which universities, colleges, departments, and academic disciplines are mentioned? (4) Which medical disciplines and health professionals are mentioned? (5) Which terms, phrases, and measures of the “social” are present? (6) Which technologies, science, and technology governance terms and ethics fields are present? (7) Which EDI-linked groups are mentioned and which “ism” terms? Using a qualitative thematic analysis, we aimed to answer the following research question: (8) What are the EDI-related themes present in relation to (a) the COVID-19/pandemic, (b) technologies, (c) work/life, (d) intersectionality, (e) empowerment of whom, (f) “best practices”, (g) evaluation and assessment of EDI programs, (h) well-being, and (i) health equity. We found many gaps in the academic coverage, suggesting many opportunities for academic inquiries and a broadening of the EDI research community.

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COVID-19, stress, and inequities in (neuro)science

Abstract: The COVID-19 pandemic has posed major challenges for diversity, equity, and inclusion (DEI) efforts in research and academia. As chairs of the ALBA Network, we reflect on how the pandemic has exacerbated, and also shone a spotlight on, inequalities in science and society.

Cited by 2 publications

References 10 publications

Strategies and a checklist for increasing diversity, equity and inclusion in your journal

Strategies and a checklist for increasing diversity, equity and inclusion in your journal

Equity/Equality, Diversity and Inclusion, and Other EDI Phrases and EDI Policy Frameworks: A Scoping Review

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