Diversity Training Workshop for Graduate Faculty and Students

Abstract

A large body of theoretically supported experimental and observational research describes how stereotypes impede the participation and advancement of individuals from groups underrepresented in academia, especially in science. As a result, there is a lack of diversity of graduate students in US universities with individuals from groups underrepresented in biomedical sciences encompassing only 10% of doctorate degrees earned. Implicit biases, hidden biases, or unconscious biases are bits of knowledge about social groups that are learned at an early age, developed, and established throughout our lifetime. We all carry hidden biases from exposure to cultural attitudes about age, gender, race, ethnicity, religion, social class, sexuality, disability status, and nationality which play a major role in establishing individual implicit bias. These unconscious perceptions govern many important decisions we make and can have profound effects on our personal and professional lives. Implicit biases can create added obstacles for individuals from groups underrepresented in biomedical sciences entering graduate programs. In academia, graduate faculty mentors have a major influence on shaping their students' skills, attitudes, and careers. It is therefore imperative for academic institutions of higher learning to educate research faculty and graduate students on implicit bias to improve inclusiveness in their cultural educational environment. To address this need, we have developed an interactive workshop series for faculty research mentors and graduate students. The 4‐hour workshop will include teaching modules, a simulation video, and discussions to focus on how to recognize implicit bias through increased awareness, introspection, authenticity, humility, and compassion for all people. The facilitators will discuss topics including: 1) What is the importance of a diverse academic environment? 2) What is unconscious bias? 3) How do we become more aware of our own unconscious biases? 4) Strategies to overcome bias, and 5) What biases have you witnessed regarding graduate education or training? Attendees will use the interactive video simulation, “Fair Play”, funded by the Univ. of Wisconsin, NIH NIGMS, and Gates Foundation which provides the opportunity to take the perspective of Jamal Davis, an African American graduate student. The simulation presents real‐life examples of bias concepts such as microaggressions, colorblind racial attitudes, tokenism, and highlights many of the obstacles that sometimes prevent individuals from groups underrepresented in biomedical sciences from excelling in graduate education and their future careers. Upon completion, the attendees will reflect on their attitudes while walking in the shoes of Jamal Davis. Attendees will be encouraged to become aware of their implicit biases, intervene, and change the behaviors. Additionally, ways to develop more consciousness of implicit bias in decision making will be discussed. A Likert scale of diversity and cultural awareness, as well as, multiple‐choice quiz regarding diversity and implicit bias terms will be used for pre‐ and post‐tests. Upon completion of the workshop, it is hoped that faculty and graduate students will develop a mutual understanding and introspective awareness towards the inclusion and improved mentoring of a diverse group of future scientists.Support or Funding InformationAPS Teaching Career Enhancement Award, R25GM121189This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Educational initiative in an NCATS TL1 training program to address the impact of systemic racism on human health, biomedical research, and the translational scientist

“…In addition to the Movie and Journal Clubs and RCR Series, we invited Dr. Lisa Harrison-Bernard to give two workshops modeled after her professional development course for the faculty at Louisiana State University on Diversity, Equity, Inclusion and Implicit Bias (Table 5). Using pre-and post-survey analysis, she showed how her course increased faculty understanding of "implicit bias," "status leveling," "color-blind racial attitudes," "tokenism," and "failure to differentiate" 17 . The faculty participants also reported increases in their ability "to recognize biases and stereotypes in graduate education, knowing what to say when interacting with people from different cultures, and the ability to acknowledge bias when mentoring students from groups underrepresented in the biomedical field" 17 .…”

“…Using pre-and post-survey analysis, she showed how her course increased faculty understanding of "implicit bias," "status leveling," "color-blind racial attitudes," "tokenism," and "failure to differentiate" 17 . The faculty participants also reported increases in their ability "to recognize biases and stereotypes in graduate education, knowing what to say when interacting with people from different cultures, and the ability to acknowledge bias when mentoring students from groups underrepresented in the biomedical field" 17 . We believe her workshops reengineered towards the predoctoral students and postdoctoral fellows in the TBS Program contributed to their understanding of conscious and unconscious bias.…”