Without inclusion, diversity initiatives may not be enough

Puritty, Chandler; Strickland, Lynette R.; Alia, Eanas; Blonder, Benjamin; Klein, Emily S.; Kohl, Michel T.; McGee, Earyn N.; Quintana, Maclovia; Ridley, Robyn E.; Tellman, Beth; Gerber, Leah R.

doi:10.1126/science.aai9054

Cited by 146 publications

(151 citation statements)

References 14 publications

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“…These highlight areas where additional initiatives can help increase representation as well as improve climate and inclusion. These common concerns included the negative impact of subtle but powerful discriminatory statements by students and faculty alike and mirror those often reported in other studies (e.g., Puritty et al, ). In particular, students report statements that singled out underrepresented/racialized students as recipients of “lowered standards of evaluation” due to affirmative action and statements that reflected patterns of blindness to white and/or economic privilege create an adversarial environment that forms a backdrop to students’ daily interactions in departments.…”

Section: Cod Initiatives and Outreach Related To Racialized Minoritiessupporting

confidence: 62%

“…They also reflect on the “othering” that so commonly occurs in academia even during well‐intentioned discussions around increasing diversity, as recently reported by IDEAS alum Martin (). This lack of inclusion of diverse perspectives creates subtle and not so subtle forms of distancing/othering for minoritized scholars that is physically and emotionally exhausting and can have negative downstream consequences for engagement and participation in classroom and research contexts (e.g., Malon & Barbino, 2009; Puritty et al, ).…”

Section: Cod Initiatives and Outreach Related To Racialized Minoritiesmentioning

confidence: 99%

“…Given that Biological Anthropology has a high proportion of members who were first generation college students themselves, and is gender female majority, these should be areas that we can improve rapidly given a deliberate and intentional approach. One practical recommendation transferred from studies on imposter syndrome is for mentors to take proactive approaches to recognizing issues and fostering an environment in which it is not necessary to pretend to leave one's personal history at the door (Puritty, et al, ).…”

Section: Cod Initiatives and Outreach Related To Racialized Minoritiesmentioning

confidence: 99%

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Race and diversity in U.S. Biological Anthropology: A decade of AAPA initiatives

Antón

Malhi

Fuentes

2018

American J Phys Anthropol

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Biological Anthropology studies the variation and evolution of living humans, non-human primates, and extinct ancestors and for this reason the field should be in an ideal position to attract scientists from a variety of backgrounds who have different views and experiences. However, the origin and history of the discipline, anecdotal observations, self-reports, and recent surveys suggest the field has significant barriers to attracting scholars of color. For a variety of reasons, including quantitative research that demonstrates that diverse groups do better science, the discipline should strive to achieve a more diverse composition. Here we discuss the background and underpinnings of the current and historical dearth of diversity in Biological Anthropology in the U.S. specifically as it relates to representation of minority and underrepresented minority (URM) (or racialized minority) scholars. We trace this lack of diversity to underlying issues of recruitment and retention in the STEM sciences generally, to the history of Anthropology particularly around questions of race-science, and to the absence of Anthropology at many minority-serving institutions, especially HBCUs, a situation that forestalls pathways to the discipline for many minority students. The AAPA Committee on Diversity (COD) was conceived as a means of assessing and improving diversity within the discipline, and we detail the history of the COD since its inception in 2006. Prior to the COD there were no systematic AAPA efforts to consider ethnoracial diversity in our ranks and no programming around questions of diversity and inclusion. Departmental survey data collected by the COD indicate that undergraduate majors in Biological Anthropology are remarkably diverse, but that the discipline loses these scholars between undergraduate and graduate school and systematically up rank. Our analysis of recent membership demographic survey data (2014 and 2017) shows Biological Anthropology to have less ethnoracial diversity than even the affiliated STEM disciplines of Biology and Anatomy; nearly 87% of AAPA members in the United States identify as white and just 7% as URM scholars. These data also suggest that the intersection of race and gender significantly influence scholarly representation. In response to these data, we describe a substantial body of programs that have been developed by the COD to improve diversity in our ranks. Through these programs we identify principal concerns that contribute to the loss of scholars of color from the discipline at different stages in their careers, propose other directions that programming for recruitment should take, and discuss the beginnings of how to develop a more inclusive discipline at all career stages.

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Section: Cod Initiatives and Outreach Related To Racialized Minoritiessupporting

confidence: 62%

Section: Cod Initiatives and Outreach Related To Racialized Minoritiesmentioning

confidence: 99%

Section: Cod Initiatives and Outreach Related To Racialized Minoritiesmentioning

confidence: 99%

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Race and diversity in U.S. Biological Anthropology: A decade of AAPA initiatives

Antón

Malhi

Fuentes

2018

American J Phys Anthropol

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“…Science has always been shaped by the values of the dominant culture in which scientists participate and live (Taylor, 2000;Penrose and Katz, 2010). So too has the mainstream framing of science been shaped by the dominant, homogenous voices-scientists and journalists who are predominantly white, educated, and male (Puritty et al, 2017;Grieco, 2018). In contrast, framing that has emerged from the environmental justice movement comes directly from communities of color and other marginalized groups, and thereby reflects their lived experiences.…”

Section: Introductionmentioning

confidence: 99%

Situating the Scientist: Creating Inclusive Science Communication Through Equity Framing and Environmental Justice

Polk

Diver

2020

Front. Commun.

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This article draws on environmental justice (EJ) scholarship to develop a novel concept of equity framing that can be used to achieve more inclusive science communication. We argue that centering equity in our communications framing can provide an essential point of access for marginalized communities to engage with scientific communication, and also an important opportunity for scientific researchers and writers to become more accountable to disadvantaged communities. Viewing science communication through an equity lens asks communicators to not only frame science in ways that are salient to particular audiences, but it also asks communicators to attend to particular discriminatory historical practices that have targeted marginalized communities, and continue to do so through current scientific discourse. EJ strategies for equity framing include asking science communicators to (1) become aware of their own positionality and partial perspectives, (2) name sources of inequity that arise from uneven power relations, and (3) find intersections with initiatives that are rooted in the experiences of disadvantaged communities. To ground our approach to equity framing, we also present our experiences teaching Stanford University's first comprehensive class on environmental justice as a case study. Key outcomes included: adding missing perspectives to scientific knowledge production by inviting representatives from diverse and marginalized communities to teach us; increasing the social relevance of scientific findings by asking our students to center the concerns and insights of marginalized communities in their communication; and encouraging collective action to address equity concerns and achieve a healthier society for all.

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“…For this diverse group to work successfully, the different questions and needs of each individual arise and need to be treated appropriately. But without inclusion the few students and professionals that are attracted from the underrepresented groups feel pushed out, and can leave the field, as described in [1]. Furthermore, new students and professionals do not enter the field.…”

Section: Introductionmentioning

confidence: 99%

Diversity and inclusion in engineering education: Looking through the gender question

Peixoto

González

Strachan

et al. 2018

2018 IEEE Global Engineering Education Conference (EDUCON)

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Abstract-The STEM (Science, Technology, Engineering and Mathematics) field in general, and Engineering, suffer from a lack of diversity. Yet there is growing evidence that more diverse organizations are more successful and effective. There is also a global shortage of STEM and engineering skills that can be tackled by addressing the lack of diversity in the field. One obvious way to view this problem is by looking at gender. Women make up 50% of the population, but in Engineering the number of female students and professionals is clearly less than this, often around 10 -25% in many parts of the world. This underrepresentation of women leads us to think about other groups that are underrepresented in Engineering; these include Black, Asian and Minority Ethnic (BAME) and those from socially deprived backgrounds. This paper examines a number of approaches to support diversity and inclusion to encourage a greater uptake of engineering by underrepresented groups and to retain people in the sector.

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Without inclusion, diversity initiatives may not be enough

Abstract: Focus on minority experiences in STEM, not just numbers

Cited by 146 publications

References 14 publications

Race and diversity in U.S. Biological Anthropology: A decade of AAPA initiatives

Race and diversity in U.S. Biological Anthropology: A decade of AAPA initiatives

Situating the Scientist: Creating Inclusive Science Communication Through Equity Framing and Environmental Justice

Diversity and inclusion in engineering education: Looking through the gender question

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