Retaining and Supporting Faculty Who Are Black, Indigenous, and People of Color: The Promise of a Multi-Leveled Mentoring-Partnership Model

Endo, Rachel

doi:10.1080/15210960.2020.1845178

Cited by 16 publications

(7 citation statements)

References 18 publications

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“…Similar to the importance placed on individual-or system-level mentorship strategies found in this study, other researchers have advocated for structured mentorship programs for trainees that boost networking and collaborations with more experienced clinician-scientists. 48,49 The issue of a thin and porous pipeline, specifically the recruitment and retention of women and racialized individuals to pediatric clinician-scientist positions, requires the availability of women and ethnic minorities to be mentored and hired into these positions. Small increases in the representation of previously excluded groups in undergraduate and graduate programs may contribute to improved program recruitment and students' tenacity.…”

Section: Discussionmentioning

confidence: 99%

Equity, diversity and inclusion of pediatric clinician–scientists in Canada: a thematic analysis

Dimitropoulos¹,

Bright

et al. 2022

cmajo

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Background: Underrepresented voices and perspectives are missing from academic and clinical health sciences. We aimed to define the unique opportunities and challenges of pediatric clinician-scientists related to equity, diversity and inclusion; and to identify key components of training needed to support people from equity-seeking groups as emerging and early-career pediatric clinicianscientists to generate diverse health research leaders in knowledge generation, implementation and translation.Methods: Using a qualitative descriptive approach, we examined the experiences of clinician stakeholders. Semistructured interviews were conducted with pediatric clinician-scientist stakeholders. Thematic analysis was performed. Results:We interviewed a total of 39 individuals. Our analysis resulted in 4 interrelated themes: the pervasiveness and invisibility of sexism; the invisibility and visibility of racism; proposed individual-level solutions to the sexism and racism; and proposed institutional and system-level changes to address the porous and leaky pipeline. These themes acknowledged that, ultimately, system change is required for addressing equity, diversity and inclusion in clinical and academic training environments.Interpretation: These findings highlight the importance of addressing systemic biases that limit the inclusion of women and racialized individuals in pediatric clinician-scientist careers. Further research is needed to explore the problem of exclusion, which will, in turn, inform education of pediatric clinician-scientists and inform better ways to promote equity, diversity and inclusivity; these steps are needed to foster systemic change in the cultures that perpetuate exclusivity in both academic and clinical communities.

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Section: Discussionmentioning

confidence: 99%

Equity, diversity and inclusion of pediatric clinician–scientists in Canada: a thematic analysis

Dimitropoulos¹,

Bright

et al. 2022

cmajo

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“…The issue of 'fit', a nebulous criteria often used to rank candidates applying to academic positions, can exclude LGBTQ+ individuals from jobs. This is especially salient for queer and trans people of color and those who do not get to choose whether they are out as LGBTQ+ due to societal norms and assumptions about gendered appearances [96][97][98].…”

Section: Lgbtq+ Experiences and Retention In Stemmentioning

confidence: 99%

Increasing inclusion & competency in STEM: Understanding LGBTQ+ history, barriers, and heteronormativity

Alexander¹,

Coon²,

Knutson³

2022

Preprint

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Lesbian, gay, bisexual, trans, queer, and other marginalized gender and sexual identities (LGBTQ+) face unique barriers to participation in the sciences rooted in cis-heteronormativity and heterosexism. We need to expand conversations on LGBTQ+ advocacy in science beyond personal beliefs and actions, and toward the recognition of structural and societal barriers to participation. In this paper, we review how structural deficits and heteronormativity serve as barriers to LGBTQ+ inclusion, well-being, and participation in science. To ground this conversation in a shared understanding of LGBTQ+ oppression and liberation movements, we highlight important historic events that aid in understanding current issues, including the historic and ongoing role of science in the lives and rights of LGBTQ+ people.

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“…The promises of Brown are evidenced in two areas: more academic pathways opportunities for BIPOC undergraduate/graduate students and the recruitment of BIPOC faculty and staff at PWIs. Both outcomes serve the same end: diversifying to fulfill a need for the voices and faces that reflect surrounding communities (Endo, 2020). However, diversifying/diversity is a matter of interest-convergence (Bell, 1980).…”

Section: White Patrons and The Walls Of Whitenessmentioning

confidence: 99%

(Re)constructing performative anti-racist education courses: from the experiences of Black feminist graduate assistants

Adeniji

Foster

2022

SSRP

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PurposeThe purpose of this study is to describe the authors’ experiences as Black feminist graduate assistants assigned to teach diversity courses led by white professors.Design/methodology/approachThe authors draw from Black feminist approach to provide authentic, liberatory anti-racist pedagogy, ensuring that the identities and cultural knowledge of Black, indigenous and people of color (BIPOC) pre-service teachers (PSTs) are given space in anti-racist education and social studies courses.FindingsThe study’s findings show that creating systems for (re)constructing performative anti-racist courses disrupt whiteness and whitewashed pedagogy in teacher preparation programs.Originality/valueThe implications of the authors’ experiences reflect that centering abolitionist teaching methods can bolster BIPOC PSTs anti-racist identities and future practices in diverse classrooms.

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Retaining and Supporting Faculty Who Are Black, Indigenous, and People of Color: The Promise of a Multi-Leveled Mentoring-Partnership Model

Cited by 16 publications

References 18 publications

Equity, diversity and inclusion of pediatric clinician–scientists in Canada: a thematic analysis

Equity, diversity and inclusion of pediatric clinician–scientists in Canada: a thematic analysis

Increasing inclusion & competency in STEM: Understanding LGBTQ+ history, barriers, and heteronormativity

(Re)constructing performative anti-racist education courses: from the experiences of Black feminist graduate assistants

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Retaining and Supporting Faculty Who Are Black, Indigenous, and People of Color: The Promise of a Multi-Leveled Mentoring-Partnership Model

Cited by 16 publications

References 18 publications

Equity, diversity and inclusion of pediatric clinician–scientists in Canada: a thematic analysis

Equity, diversity and inclusion of pediatric clinician–scientists in Canada: a thematic analysis

Increasing inclusion &amp; competency in STEM: Understanding LGBTQ+ history, barriers, and heteronormativity

(Re)constructing performative anti-racist education courses: from the experiences of Black feminist graduate assistants

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Product

Resources

About

Increasing inclusion & competency in STEM: Understanding LGBTQ+ history, barriers, and heteronormativity