Minoritized Scientists in the United States: An Identity Perspective to Science Communication

Abstract

This study investigates how tenure-track faculty from historically marginalized groups in the environmental sciences approach science communication based on their self-identities. A thematic analysis of 28 in-depth interviews with U.S.-based participants using the Communication Theory of Identity and Border-Crossing Theory was conducted to explore the interrelation of layers of identity, the identity gaps participants experience, and their communication practices. The results show that communication merges fragments of identity not to form a fixed identity, but to create an evolving consciousness about who you are and how you communicate. Implications for science communication training are discussed.

Science communicators from marginalized backgrounds challenge STEM cultural norms to promote community belonging

“…The analysis of self-identifications of identities from 712 workshop participants revealed a diverse range of intersectional identities. These results align with current research findings from Rodrigues et al [2023], where research scientists from BIPOC backgrounds saw their identities as fluid, layered, and complex.…”

“…These frames can interact and overlap, influencing how a person forms their identity. Rodrigues, Takahashi, Tiffany, Menezes and Valdéz-Ward [2023] found that communication integrates various aspects of identity, fostering a dynamic awareness of self and communication style rather than a fixed self-concept. The results of the study by Rodrigues et al [2023], underscore a gap in most science communication training programs, including both short-term skills-based training [Baram-Tsabari & Lewenstein, 2017] and longer fellowships [Bennett et al, 2022;Roca, Coleman, Haelle & Lee, 2020], where full integration of participants' identities for culturally responsive training is often lacking.…”

“…Rodrigues, Takahashi, Tiffany, Menezes and Valdéz-Ward [2023] found that communication integrates various aspects of identity, fostering a dynamic awareness of self and communication style rather than a fixed self-concept. The results of the study by Rodrigues et al [2023], underscore a gap in most science communication training programs, including both short-term skills-based training [Baram-Tsabari & Lewenstein, 2017] and longer fellowships [Bennett et al, 2022;Roca, Coleman, Haelle & Lee, 2020], where full integration of participants' identities for culturally responsive training is often lacking. Considering these findings, there is a need for science communication training that considers the priorities of individuals from diverse cultural and ethnic backgrounds rather than adopting a one-size-fits-all approach [Baram-Tsabari & Lewenstein, 2017;Bennett et al, 2022;Roca et al, 2020].…”