Institutional Barriers, Strategies, and Benefits to Increasing the Representation of Women and Men of Color in the Professoriate

Griffin, Kimberly A.

doi:10.1007/978-3-030-11743-6_4-1

Cited by 43 publications

(33 citation statements)

References 168 publications

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“…Taken together, our findings speak to systemic issues within academia when it comes to supporting scientists from marginalized groups (K. A. Griffin, 2019;K. Griffin, 2018).…”

Section: Ur Statusmentioning

confidence: 63%

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Factors That Influence Career Choice among Different Populations of Neuroscience Trainees

Ullrich

Ogawa

Jones-London

2021

eNeuro

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Specific groups have historically been, and continue to be, underrepresented in the biomedical research workforce, especially academia. Career choice is a multifactorial process that evolves over time; among all trainees, expressed interest in faculty research careers decreases over time in graduate school, but that trend is amplified in women and members of historically underrepresented racial and ethnic groups ( Golde and Dore, 2004 ; Fuhrmann et al., 2011 ; Sauermann and Roach, 2012 ; Gibbs et al., 2014 ; Roach and Sauermann, 2017 ). This work was designed to investigate how career interest changes over time among recent neuroscience PhD graduates, and whether differences in career interests are associated with social identity, experiences in graduate school and postdoctoral training, and personal characteristics. We report results from a survey of 1479 PhD neuroscientists (including 16% underrepresented scientists and 54% women scientists). We saw repeated evidence that individual preferences about careers in general, and academic careers specifically, predict current career interest. These findings were moderated by social identity and experiences in graduate school and postdoctoral training. Our findings highlight the important influence of the advisor in shaping a trainee’s career path, and the ways in which academic culture is perceived as unwelcoming or incongruent with the values or priorities of certain groups. They suggest several areas for positive growth, ways to change how we think about the impact of mentorship, and policy and programmatic interventions that extend beyond trying to change or “fix” the individual and instead recognize the systemic structures that influence career choices.

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“…Taken together, our findings speak to systemic issues within academia when it comes to supporting scientists from marginalized groups (K. A. Griffin, 2019;K. Griffin, 2018).…”

Section: Ur Statusmentioning

confidence: 63%

“…Strategies include climate assessment, pay equity analysis, changes in faculty recruitment and student admissions strategies, re-evaluation of tenure and promotion policies, and re-thinking institutional culture (K. A. Griffin, 2019;Whittaker et al, 2015).…”

Section: Ur Statusmentioning

confidence: 99%

Factors That Influence Career Choice among Different Populations of Neuroscience Trainees

Ullrich

Ogawa

Jones-London

2021

eNeuro

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“…A survey of academic search committees found that most members believed the diversity of their applicant pool was outside of their control, and made no attempt to engage applicants from diverse backgrounds [100]. Despite this widely held belief, numerous strategies have been demonstrated for enhancing the applicant pool diversity of faculty candidates, which should also be combined with more equitable hiring and retention practices [101]. Research shows that the true issue is not a lack of qualified BIPOC candidates, but a lack of active effort from academia to seek out and support these candidates.…”

Section: "There Just Aren't As Many Bipoc Who Want To Work In Stemm"mentioning

confidence: 99%

“…• Hire more faculty of color. This requires actively seeking out BIPOC candidates and ensuring that the hiring process does not place BIPOC at a disadvantage, particularly through the implicit biases of the hiring committee members [100,101,[157][158][159][160]. Cluster hiring, which involves advertising multiple positions simultaneously without specifying the fields, is one strategy that shows promise for improving faculty diversity [161].…”

Section: Conclusion and Call To Actionmentioning

confidence: 99%

“…Fostering an inclusive workplace culture is a complex task and must be constantly maintained to ensure retention of BIPOC. This includes providing faculty and students with diversity and inclusivity training, defending BIPOC against microaggressions, offering outlets for the negative experiences of BIPOC to be heard and addressed, hiring BIPOC mental health providers, and promptly removing individuals who create an unsafe or hostile environment for BIPOC [101,157,158,162,163].…”

Section: Conclusion and Call To Actionmentioning

confidence: 99%

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Responses to 10 common criticisms of anti-racism action in STEMM

et al. 2021

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The wrongful murders of Black individuals during 2020 (including George Floyd, Breonna Taylor, Ahmaud Aubery, and others), compounded by a long history of similar incidents, inspired protests around the world against racism and police brutality. The growing anti-racism movement sparked conversations within science, technology, engineering, mathematics, and medicine (STEMM) surrounding ways to combat racial bias in our respective fields. A spotlight was placed on the discriminatory history of scientific research and medical practice, as well as the problematic modern-day policies that perpetuate the lack of racial diversity and equity in STEMM.While observing and participating in recent discussions about the racism that pervades institutions, departments, and scientific discourse, we have noticed a set of standard arguments against anti-racism action within STEMM. Ten of these arguments are laid out in this manuscript and paired with evidence-based counterarguments. Notably, while this manuscript is primarily centered around a United States perspective, most of our arguments and suggested actions remain applicable to other countries as well. It is crucial for a STEMM anti-racism movement to extend beyond national borders, reflecting the international nature of scientific research and collaboration.This team of authors represents a collaboration between scientists from historically marginalized groups and their allies. By compiling published academic literature, we hope to directly

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Assessing departmental readiness to support minoritized faculty

Carter‐Veale,

Cresiski,

Sharp

et al. 2024

New Drctns Hghr Edu

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Though increasing numbers of racially and ethnically minoritized (REM) individuals earn PhDs and national initiatives focus on faculty diversity, challenges persist in recruiting, hiring, and retaining REM faculty. While a pervasive issue nationally, the literature predominantly focuses on faculty diversity at research‐intensive institutions. This exploratory case study pilots a readiness instrument to evaluate the commitment and willingness of a biomedical department at a primarily undergraduate institution to embrace faculty diversity before initiating a postdoctoral faculty conversion program. We introduce the Community Readiness Model (CRM) into an academic context, offering academic departments a robust framework and tool to evaluate readiness and capacity to recruit, retain, and support REM faculty.Practical Takeaways Academic departments can be conceived of as a type of community. The adapted Department Readiness Tool can be a valuable method of evaluating a department's readiness to support the success of underrepresented minority faculty. Departments may score highly on some areas of readiness but relatively low on others, which provides insight into where time and resources should be invested to improve readiness.

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Institutional Barriers, Strategies, and Benefits to Increasing the Representation of Women and Men of Color in the Professoriate

Cited by 43 publications

References 168 publications

Factors That Influence Career Choice among Different Populations of Neuroscience Trainees

Factors That Influence Career Choice among Different Populations of Neuroscience Trainees

Responses to 10 common criticisms of anti-racism action in STEMM

Assessing departmental readiness to support minoritized faculty

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