Evidence-Based Strategies for Improving Diversity and Inclusion in Undergraduate Research Labs

Ahmad, Afra S.; Sabat, Isaac E.; Trump-Steele, Rachel; King, Eden B.

doi:10.3389/fpsyg.2019.01305

Cited by 35 publications

(28 citation statements)

References 54 publications

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“…Mentors who are white and who avoid critical discussions about racism maintain hostile social climates for promising students of color (see DiAngelo 2018). As BUILD PODER and CRT exemplify, white mentors can be made aware of the nested ecosystems that impact their research and learn to acknowledge diverse perspectives holistically and without judgment (see Ahmad et al 2019). Anti-racist/critical mentors can awaken within protégés a sense that science can resolve disparities that exist in disadvantaged communities throughout the world.…”

Section: Discussionmentioning

confidence: 99%

“…As such, our ecosystems framework leans on the CRT tenet of experiential knowledge, which holds that practical value exists in deconstructing racialized "relational" experience. Indeed, mentors view themselves as open to having holistic relationships with their protégés and are committed to supporting diversity (Ahmad et al 2019). Yet, racist social-political systems make racism invisible to advantaged people, and even well-intentioned mentors cannot always distinguish intent from impact.…”

Section: Crt Tenet-experiential Knowledge: the Interpersonal Context mentioning

confidence: 99%

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Using critical race theory to reframe mentor training: theoretical considerations regarding the ecological systems of mentorship

2020

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This article offers a theoretical and critical analysis of race-dysconscious mentorship involving students of color and white faculty. Inspired by ecological systems theory, critical race theory, and the NIH-funded program, Building Infrastructure Leading to Diversity: Promoting Opportunities for Diversity in Education and Research, our analysis considers the ecosystems that promote student pushout and hinder diversification of the scientific workforce, which call for "critical" alternatives to traditional research mentorship. We first examine the historical, social-political, institutional, interpersonal, and intrapsychic ecosystems of traditional mentor-protégé relationships. Two areas are reviewed: (a) "diversity" as it operates in universities and research laboratories and (b) the discursive properties of a dysconscious dialog that rationalizes modern racism. Next, we connect the five ecosystems of mentorship by integrating literature on critical history, white consciousness, the interpersonal context of mentoring, and mentor-protégé phenomenology. Our analysis demonstrates how the racialized lives of members involved in a mentoring relationship are situated within racist macro-level ecological systems wherein intrapsychic and interpersonal actions and discourses unfold. The development of raceconsciousness and anti-racist faculty mentor training programs is also discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Crt Tenet-experiential Knowledge: the Interpersonal Context mentioning

confidence: 99%

Using critical race theory to reframe mentor training: theoretical considerations regarding the ecological systems of mentorship

2020

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“…We targeted students in their first or second year and used several strategies to recruit from a broad pool. Following recommendations for recruiting women and underrepresented groups (see review by Ahmad et al. 2019 ) adverts encouraged students of all backgrounds to apply to join our research team, the application process was short, requiring just a CV and an email saying why they were interested, and listed few requirements except enthusiasm for experiencing research.…”

Section: Methodsmentioning

confidence: 99%

A CURE for a Major Challenge in Phenomics: A Practical Guide to Implementing a Quantitative Specimen-Based Undergraduate Research Experience

Price

Larouche

Friedman

et al. 2020

Integrative Organismal Biology

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Synopsis The measurement and analysis of phenotypes is often a rate-limiting step for many integrative organismal studies but engaging undergraduate researchers can help overcome this challenge. We present a practical guide to implementing a quantitative specimen-based Course-based Undergraduate Research Experience (CURE), which trains students to collect phenotypic data and mentors them through the entire scientific process using the data they help to collect. Direct access to specimens is not necessary to implement this undergraduate research experience, as recent efforts to digitize museum collections along with online image archives allow data extraction to take place in any classroom. We focus in particular on hypothesis development and quantitative skills, as they are essential for modern biological discovery but are rarely emphasized in traditional lecture-based classes. We have implemented this experience, focusing on collecting and analyzing body shape data across fishes, at two institutions with a total of 39 students. It has so far resulted in 14 talks and 4 posters presented by students at local symposia and 2 scientific papers in preparation with undergraduate co-authors. Moreover, the students had a positive experience that, according to their own assessment, improved their critical thinking and analytical skills as well as their knowledge of science and the scientific process.

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“…Inclusive recruitment efforts can go beyond formal advertising. Current laboratory members could discuss their research experiences and its relevance to their life and goals at campus activities and social events to raise awareness about student research and its value and relevance in groups that may not broadly intersect with ecology or evolutionary research communities (Ahmad et al., 2019).…”

Section: Building Inclusivity In Teaching and Research Environmentsmentioning

confidence: 99%

“…Advertisements should also explicitly address possible misconceptions about work flexibility in research laboratories (Ahmad et al., 2019). Students with outside work or family roles may assume that working hours are not flexible or that remote work is not welcome in research (Fairchild, 2003).…”

Section: Building Inclusivity In Teaching and Research Environmentsmentioning

confidence: 99%

Cultivating inclusive instructional and research environments in ecology and evolutionary science

Emery

Bledsoe

Hasley³

et al. 2020

Ecology and Evolution

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As we strive to lift up a diversity of voices in science, it is important for ecologists, evolutionary scientists, and educators to foster inclusive environments in their research and teaching. Academics in science often lack exposure to research on best practices in diversity, equity, and inclusion and may not know where to start to make scientific environments more welcoming and inclusive. We propose that by approaching research and teaching with empathy, flexibility, and a growth mind‐set, scientists can be more supportive and inclusive of their colleagues and students. This paper provides guidance, explores strategies, and directs scientists to resources to better cultivate an inclusive environment in three common settings: the classroom, the research laboratory, and the field. As ecologists and evolutionary scientists, we have an opportunity to adapt our teaching and research practices in order to foster an inclusive educational ecosystem for students and colleagues alike.

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Evidence-Based Strategies for Improving Diversity and Inclusion in Undergraduate Research Labs

Cited by 35 publications

References 54 publications

Using critical race theory to reframe mentor training: theoretical considerations regarding the ecological systems of mentorship

Using critical race theory to reframe mentor training: theoretical considerations regarding the ecological systems of mentorship

A CURE for a Major Challenge in Phenomics: A Practical Guide to Implementing a Quantitative Specimen-Based Undergraduate Research Experience

Cultivating inclusive instructional and research environments in ecology and evolutionary science

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