a guest post by Project Biodiversify (www.projectbiodiversify.org @biodiversifying)
We contain multitudes. Our courses should reflect this.
We contain multitudes. Like an ecological niche, a person’s identity is composed of infinite dimensions that make up a person or group’s collective identity space (Figure 1). However, in science – a discipline that has historically valued objective and unbiased contributors – students and researchers often find it difficult to freely express their identities. Being open and valued because of our identities enhances social justice, makes us more productive, and leads to innovation. Yet, because science is embedded in a biased society, our scientific community is often unwelcoming to people from many backgrounds. Women, people of color, the LGBTQIA+ community, and likely many other groups (that we lack data for) are marginalized or underrepresented relative to their global populations.
Figure 1: A person’s identity, like an ecological niche, is comprised of infinite dimensions, some of which are included in this depiction of “identity space”
Who is doing science goes on to influence the research questions that are pursued and how results are framed. This affects whether marginalized and underrepresented students find science relevant to themselves, which also influences recruitment and retention. For example, biology has been weaponized against marginalized groups throughout history and, in many cases, still is today. Students that see these harmful biases may be alienated from pursuing a career in biology or doing research that is inclusive to their identity. This perpetuates the stereotype of who scientists are and what kind of work they can do, thus contributing to a cycle of exclusion (Figure 2).
Figure 2: Explicit and implicit biases act as a selective force against students from underrepresented groups (akin to stabilizing selection). The low diversity of scientist role models has created the scientist stereotype which further fuels the selective force against students from underrepresented/marginalized backgrounds through mechanisms such as stereotype threat. Made with figures modified from Western Michigan University, Fermi Lab, and Your Article Library.
We need change.
I just saw this, and I think everybody needs to see this. Here it is:
I feel a dilemma — or rather, a tradeoff — when I think about investing time, money, and effort into supporting undergraduates to gain admission to graduate programs.
On one hand, we all know that the system is rigged, such that students who come from whiter and wealthier backgrounds have a huge leg up. Continue reading
Let me introduce you to one of my favorite animals, Aphaenogaster araneoides, and a major league screwup of mine:
image: Benoit Guenard
In the midst of the rush to drop the GRE, I think it helps if we spell out exactly why the GRE is considered to be a problem. Continue reading
Let’s talk about “fit.” They say you get a faculty job offer because of “fit.” What does “fit” mean? In what ways do job candidates need to fit? How does “fit” work? Continue reading
I started this blog back in 201cough because I was fed up with so many people in the broader research community not understanding what happens in teaching-focused universities. And people who think they have an understanding, but that understanding is filled with stereotypes, bias, and misinformation, driven by a lack of direct personal experience.
I was fed up with being Othered, mostly because of how this translates to the perception of our students. Continue reading
We did a thing that worked. Maybe you could try it. It’s something that I’ve suggested before, but now some results are in and I’m sharing it with you.
If you’re looking to recruit more undergraduates to your campus for summer research opportunities (and more), listen up.
You know how when drug developers are doing a clinical trial, but they stop the trial early because the results are so promising, that they are ethically bound to give the treatment to everybody in the control group? That’s how I feel about what I’m telling you today.
Last week, I got a request for some advice, and thought I’d share a version of my answer with y’all here. Continue reading
The pipeline metaphor has a lot of problems. In STEM careers, people come from a wide range of backgrounds, receive undergraduate and graduate degrees, and are bound for a wide variety of destinations. A path into a STEM career shouldn’t have to be linear, so a pipeline doesn’t make much sense.
However, I get why people like to use the pipeline metaphor. Continue reading
I realize that recruiting students from underrepresented groups in STEM is not the most popular broader impact when scientists are actually implementing federally funded research projects. That said, I see a lot of folks putting so much time and effort to recruit minority students. And folks working to provide opportunities to minority students. Continue reading
An alternative title for this post might be: Atheism has a jerk problem. Continue reading
There’s a bunch of funding from federal agencies to send faculty at teaching institutions to leave their own labs, to work temporarily in other research labs. Continue reading
You’re reading Small Pond Science right now — but a lot of our colleagues don’t read anything resembling a blog. So, for them, I’ve just published a short peer-reviewed paper about how this site addresses a common theme: how to promote equity and inclusion, especially for students in minority-serving institutions.
Think of it as a blog post, but with a lot of useful references in peer-reviewed journals and with the bright and shiny veneer of legitimacy from journal that’s been in print for more than a century. And hopefully fewer typos. Continue reading