ReclaimingSTEM: A healing-centered counterspace model for inclusive science communication and policy training

Abstract

The dominant U.S. cultural norms shape science, technology, engineering, and math (STEM), and in turn, these norms shape science communication, further perpetuating oppressive systems. Despite being a core scientific skill, science communication research and practice lack inclusive training spaces that center marginalized identities. We address this need with a healing-centered counterspace grounded in the key principles of inclusive science communication: ReclaimingSTEM. ReclaimingSTEM is a science communication and science policy training space that centers the experiences, needs, and wants of people from marginalized communities. ReclaimingSTEM problematizes and expands the definitions of “what counts” as science communication. We organize ReclaimingSTEM with intentionality, emphasizing inclusion at every part of the process. Since initiating in 2018, five ReclaimingSTEM workshops have been held in multiple locations, both in-person and virtually, reaching more than 700 participants from all over the globe. In this paper, we share our model for ReclaimingSTEM, reflections of workshop participants and speakers, barriers faced during organizing, and recommendations for creating truly inclusive practices in science communication spaces.

Minoritized Scientists in the United States: An Identity Perspective to Science Communication

“…This study explores how identity gaps might influence communication goals, styles, and strategies used by minoritized scientists in their science communication and public engagement activities. Our findings could inform the development of science communication training that acknowledges, considers, and incorporates the unique perspectives of scientists of historically minoritized groups (Canfield et al, 2020; Valdez-Ward et al, 2023).…”

“…The lack of equity in science communication is a direct result of STEM cultural norms that are shaped by the dominant U.S. cultural norms: Eurocentric, White, masculine, heteronormative, able-bodied, affluent, and neurotypical (Bennett et al, 2022; Callwood et al, 2022). Current STEM cultural norms directly impact science communication training spaces, as the main and dominant voices in this field are predominantly White educated men (Puritty et al, 2017; Valdez-Ward et al, 2023). The dominance of this demographic group of science communicators can affect communication efforts of marginalized individuals.…”

“…However, current approaches of STEM spaces perpetuate inequalities (Callwood et al, 2022; Judd & McKinnon, 2021). Scientists from racial and ethnic minority groups are often overlooked and undervalued in science communication efforts (Feinstein & Meshoulam, 2014), and there is a lack of inclusive training spaces (Canfield et al, 2020; Valdez-Ward et al, 2023). This study explores how identity gaps might influence communication goals, styles, and strategies used by minoritized scientists in their science communication and public engagement activities.…”

A Community‐Based Approach to Climate Science Communication: Results From a Pilot Climate Extension Program

“…Program facilitators should strive to use effective facilitation techniques (Brookfield, 1986;Shuman, 2005) such as listening, engaging conflict, dealing with uncertainty, and working with participants' emotions (Kearns, 2021). Facilitation teams should possess a diversity of experience, expertise, and perspectives (Valdez-Ward et al, 2023), in order to accommodate the power dynamics that arise in a diverse group of participants with various cultural competencies and personal experiences, especially experiences of systematic marginalization (Valdez-Ward et al, 2023). Program facilitators must be equipped to attend to the power dynamics that become particularly highlighted in diverse groups, and how they use their position of power as a facilitator (Flensner & Von der Lippe, 2019;Kornbluh, 2023).…”

Intergenerational Interventions to Cultivate DEI-Champions: Increased Resilience and Accountability Through “Shipboard” Experiences

“…This demonstrates how students were able to take on the role of "teacher" and "expert" in discussing DEI initiatives. Not only are students often on the receiving end of such initiatives, they are often leaders in developing new initiatives that serve historically excluded groups and aim to change or challenge institutional culture (e.g., Keisling et al, 2020;Guhlincozzi and Cisneros, 2021;Cisneros and Guhlincozzi, 2022;Valdez-Ward et al, 2023). This observation is directly linked to the BTM model of distributed leadership, where the student has just as much voice as the faculty member or administrator.…”