National Diversity Equity Workshop 2015: Intersectionality in Chemistry Faculties

Iyer, Srikant Kamesh; Stallings, Dontarie; Hernandez, Rigoberto

doi:10.1021/bk-2018-1277.ch004

Cited by 7 publications

(8 citation statements)

References 29 publications

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“…The COVID-19 pandemic indeed offers chemistry chairs an opportunity to encourage their faculty and staff colleagues to envision a transformed chemistry educational environment that better supports equity, inclusivity, and student success. Chemists inherently believe that “diversity among scientists can foster better science.” In fact, many chemistry chairs are engaged in ACS-based diversity initiatives and other national initiatives centered on advancing DEI within their departments and institutions. , However, chemistry chairs need to devote more serious attention to combat the longstanding systemic racism and racial inequities within their departments, institutions, and professional organizations.…”

Section: The Important Role Of Chemistry Chairsmentioning

confidence: 99%

“…32 In fact, many chemistry chairs are engaged in ACS-based diversity initiatives and other national initiatives centered on advancing DEI within their departments and institutions. 33,34 However, chemistry chairs need to devote more serious attention to combat the longstanding systemic racism and racial inequities within their departments, institutions, and professional organizations.…”

Section: ■ the Black Student Experience In Stemmentioning

confidence: 99%

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The Important Role of Chemistry Department Chairs and Recommendations for Actions They Can Enact to Advance Black Student Success

Collins

Olesik

2021

J. Chem. Educ.

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There is a severe shortage of Black scientists in the United States. Amid the recent national movement to dismantle systemic racism and racial injustices, many scientists publicly highlighted the prevalence of racist learning environments in STEM, contributing to the underrepresentation of Black students in STEM fields. Acknowledging this longstanding troubling reality, this article emphasizes the instrumental role of chemistry department chairs in advancing Black student success in chemistry and STEM broadly. Guided by literature on systemic change and equity in higher education as well as our research on the Black student experience and teaching practices in chemistry, this article describes the following five recommendations for actions that chemistry chairs should consider enacting to promote equity-mindedness within their departments to advance Black student success: (i) disaggregate data to make publicly visible racial inequities; (ii) offer formal opportunities for Black students to candidly share their perspectives; (iii) conduct systematic assessment of course syllabus; (iv) measure teaching practices; and (v) create chemistry education research positions. The enactment of these recommendations by chemistry chairs provides meaningful opportunities for faculty and staff to critically examine the chemistry learning environment using an equity-minded approach to in turn inform the development of strategic efforts to support the advancement of Black student success.

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Section: The Important Role Of Chemistry Chairsmentioning

confidence: 99%

Section: ■ the Black Student Experience In Stemmentioning

confidence: 99%

The Important Role of Chemistry Department Chairs and Recommendations for Actions They Can Enact to Advance Black Student Success

Collins

Olesik

2021

J. Chem. Educ.

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“…Meanwhile, each department has only one chair or head, and it would be unsustainable to expect them to attend multiple workshops addressing each of the URGs as well as the combinatoric areas due to intersectionality every year. Thus, NDEWs span all four areas of under-representation, including intersectionality 70 , as they provide a periodic convening of department chairs and representatives to interpret advances in diversity research and practice and contextualize them within our discipline of chemistry.…”

Section: Engaging Evidence-based Solutions To Systemic Bias Not Trainingmentioning

confidence: 99%

Discipline-Based Diversity Research in Chemistry

Hernandez

2023

Acc. Chem. Res.

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Metrics & MoreArticle Recommendations CONSPECTUS:We introduce the term discipline-based diversity research (DBDR) to capture the emerging field of research advancing diversity, equity, inclusion, and belonging with specificity to a given discipline. Contextualizing a human dynamic through a disciplinary lens has already given rise to discipline-based education research (DBER). The modalities through which students and practitioners think and process information are a reflection of a given discipline, and it tends to give rise to its professional practices. Through DBER, such specification is necessary in addressing evidence-based practices that are effective for teaching a particular subject. Likewise, the inequities and opportunities within a given field (and its professional culture) must be addressed within a disciplinary lens. Thus, the findings from social science in diversity in arbitrary contexts must be analyzed, interpreted, applied, and researched within a given discipline.One specific challenge to academic chemistry is the lack of inclusion in the sense that the faculties in research-active chemistry departments are far from diverse. We recapitulate the percentage of women and under-represented person of color (URPOC) professors over the past 20 years reported by us and other sources. The data admits to linear fits with high confidence. Assuming this linearity holds, the gender gap in representation would be bridged only in 2062, and the threshold of 20% of the faculty as URPOC would be reached only in 2113. While the community has actively engaged in modifying practices and procedures to redress this grim projection, it should be clear that more needs to be done. Toward this objective, we have been driven by the top-down hypothesis that solutions must be led intentionally through the top� that is, by department heads and chairs�because they are the stewards of the infrastructure. Department chairs and the chemistry community have engaged in DBDR through biennial workshops�that is, through the Open Chemistry Collaborative in Diversity Equity (OXIDE)'s National Diversity Equity Workshops (NDEWs)�to survey and evaluate existing policies and practices aimed at advancing inclusive excellence. This has led to research-based recommendations for the implementation of solutions in chemistry departments. This includes (i) engaging in community, (ii) conducting authentic and open searches, and (iii) recognizing and rewarding inclusive excellence. What makes them DBDR in chemistry is that we have to articulate and contextualize these solutions in terms of practices and procedures that we conduct in chemistry, assess their efficacy, and promote them across our discipline. Furthermore, we must offer theories of change for reforming them while offering frameworks that fit within how chemists think and practice.In this Account, we demonstrate how DBDR has taken root in chemistry, forecast where this emerging field may go, and provide a blueprint for how it might be replicated in other disciplines.

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“…Numerous studies have documented the disparities that exist in salary, recognition, and awards between men and women; 2 − 7 this inequality is further exacerbated for those with intersectional underrepresented identities (e.g., women of color and Black transgender scientists). 8 , 9 Our field’s limited diversity has long been anecdotally attributed to lack of student interest, ability, or commitment without examining the historical biases within organic chemistry that dissuade potential scientists.…”

Section: Toward a Diverse Organic Chemistry Fieldmentioning

confidence: 99%

“…This population includes women and Black, Indigenous, and People of Color (BIPOC) along with other underrepresented groups and those with invisible identifiers (e.g., first generation, immigrants, low socioeconomic status, LGBTQ+, and/or scholars with disabilities). Numerous studies have documented the disparities that exist in salary, recognition, and awards between men and women; − this inequality is further exacerbated for those with intersectional underrepresented identities (e.g., women of color and Black transgender scientists). , Our field’s limited diversity has long been anecdotally attributed to lack of student interest, ability, or commitment without examining the historical biases within organic chemistry that dissuade potential scientists.…”

Section: Toward a Diverse Organic Chemistry Fieldmentioning

confidence: 99%