Revising evaluation metrics for graduate admissions and faculty advancement to dismantle privilege

Abstract

Academics are not immune to the biases contributing to persistent inequalities in society. We face an urgent need to overhaul and dismantle current evaluation practices that uphold inequities at multiple points along the academic pipeline. Graduate admissions and faculty advancement are two arenas of gatekeeping in which a reimagining and redistribution of weighting of commonly used evaluation metrics are warranted. We define and promote the use of dynamic, flexible holistic evaluation models that can be implemented by first recognizing and acknowledging the biases that contribute to racial and ethnic disparities in academia. Leaders of academic institutions must step up to drive adoption of these revised evaluation metrics.

Confronting racially exclusionary practices in the acquisition and analyses of neuroimaging data

“…However, there is also a long history of both explicit and unrecognized racism in neuroscience and psychology. As a result, despite a groundswell of support to further diversify the neurosciences through the inclusion of traditionally minoritized and marginalized populations of scientists [1][2][3][4] , there is much work yet to be done. Moreover, the recent societal awakening in response to the murders of Black individuals in our community (while also recognizing centuries of Black suffering and pain) has drawn attention to the impact of racism in society and the corresponding need for profound changes across academia.…”

Lions at the gate: How weaponization of policy prevents people of colour from becoming professional psychologists in Canada.

“…More poignantly, the article emphasizes that action is required, as simply waiting to collect more evidence before making changes to academic evaluation practices would perpetuate the biased policies that are currently in place. Delaying action once it is clear that the system is unjust can be named as an aversive policy tactic because it works to misdirect focus from those who actually have the power to enforce change to those who are advocating change (De Los Reyes & Uddin, 2021).…”

“…Canadians like to consider themselves as “nicer” than their cousins in the South due to their stated priority of embracing multiculturalism, but racism is the same on both sides of the border (Gran-Ruaz et al, 2022; Stewart, 2004). White supremacist systems in the USA and Europe have influenced Canadian attitudes and policies toward racialized individuals (De Los Reyes & Uddin, 2021; Henry, 2021). Prior to desegregation, Canadians had just as many policies whose outcomes were designed to deny educational opportunities to racialized groups, and in the end, it took just as long to change them.…”

“…They act as if it is a mystery why there are not more BIPOC professional psychologists—maybe students of colour are just not as qualified, or maybe they do not want to become professional psychologists. These excuses in the end ring hollow in the face of super-majority White graduating classes year after year (De Los Reyes & Uddin, 2021; Dupree & Kraus, 2022; Roberts et al, 2020).…”

Recommendations for Improving Canadian Radiology Equity, Diversity and Inclusion

“…Broadened scoring system parameters for review might include objective evaluation with standardized review metrics of application criteria such as letters of reference, research productivity, extracurricular activities, and life experiences. 28,29 This could minimize potential personal biases of members of the committee. Ongoing review of the evolving literature that evaluates selection tools is required to avoid using a tool that may limit diversity.6.…”