Removing systemic barriers to equity, diversity, and inclusion: Report of the 2019 Plant Science Research Network workshop “Inclusivity in the Plant Sciences”

Abstract

A future in which scientific discoveries are valued and trusted by the general public cannot be achieved without greater inclusion and participation of diverse communities. To envision a path towards this future, in January 2019 a diverse group of researchers, educators, students, and administrators gathered to hear and share personal perspectives on equity, diversity, and inclusion (EDI) in the plant sciences. From these broad perspectives, the group developed strategies and identified tactics to facilitate and support EDI within and beyond the plant science community. The workshop leveraged scenario planning and the richness of its participants to develop recommendations aimed at promoting systemic change at the institutional level through the actions of scientific societies, universities, and individuals and through new funding models to support research and training. While these initiatives were formulated specifically for the plant science community, they can also serve as a model to advance EDI in other disciplines. The proposed actions are thematically broad, integrating into discovery, applied and translational science, requiring and embracing multidisciplinarity, and giving voice to previously unheard perspectives. We offer a vision of barrier‐free access to participation in science, and a plant science community that reflects the diversity of our rapidly changing nation, and supports and invests in the training and well‐being of all its members. The relevance and robustness of our recommendations has been tested by dramatic and global events since the workshop. The time to act upon them is now.

Characterizing the landscape of plant science careers in the United States I: Government and private sector perspectives

“…Although industry jobs tend to be focused on research, and are therefore "acceptable," other positions, such as teaching at the high school or community college, non-profit work, or working for a government agency, are considered less prestigious. These subtle distinctions among plant-science careers likely do not go unnoticed by students in the plant sciences (Henkhaus et al, 2022) and may prevent students from seeking careers that they could find rewarding and fulfilling. Now is the time to align the knowledge and skills being taught in higher education to the next generation of plant professionals with the skills needed to be a plant scientist.…”

“…In general, many young plant scientists aspire to be a professor, and anything else is considered to be a lesser, “alternative career.” Although industry jobs tend to be focused on research, and are therefore “acceptable,” other positions, such as teaching at the high school or community college, non‐profit work, or working for a government agency, are considered less prestigious. These subtle distinctions among plant‐science careers likely do not go unnoticed by students in the plant sciences (Henkhaus et al, 2022) and may prevent students from seeking careers that they could find rewarding and fulfilling.…”

Strengthening Partnerships to Safeguard the Future of Herbaria

“…There have been many recent calls for increasing diversity, equity, and inclusion in science, so that benefits of new technologies can be accessible to all people, and all can contribute to addressing environmental challenges [47,48]. This process is sometimes referred to as decolonizing science, alluding to the continued dominance of current and former colonial powers in research.…”