Strategies to Foster LatinX Inclusion in Microbiology Programs

Abstract

Inclusion is an active, powerful, and emotional noun that over the past years has helped me reconcile my main passions in life: microbiology, teaching, research, and mentoring. Although I am now part of an inclusive excellence family, during my graduate school I always felt alone, like an imposter microbiologist. I want to avoid other Latinas feeling the same way; consequently, I share frameworks and strategies here to foster inclusion in Microbiology departments. I have been teaching Microbiology for more than 20 years at a Hispanic-Serving Institution (HSI), and my strategies range from the personal to the institutional level. As a first-generation Latina who barely survived in a Microbiology graduate program at a Primarily White Institution (PWI), I emphasize how culture can affect student learning. I use the example of microbial mats, resilient laminated ecosystems, as inclusive communities in the microbial world.

Antiracist Opportunities in the Journal of Microbiology and Biology Education : Considerations for Diversity, Equity, and Inclusion

“…To further advance these efforts, we need to deepen our theoretical understandings related to DEI and ground our interventions and work in those theories. Some JMBE authors have already begun unpacking complex critical and social theories in recent years (see references 17 , 24 , 28 , 29 , and 38 as examples).…”

“…Workplace norms, policies, training, and evaluation systems drive faculty to act in subjugating or liberating ways toward students and colleagues with less power and can foster a collaborative or competitive environment ( 11 , 17 , 28 , 59 ). In competitive environments, higher-ranking and/or tenured stakeholders tend to garner more credibility, giving them a social and professional advantage ( 59 , 60 ).…”

“…All stakeholders, from affiliate faculty to accreditation agencies, must understand that marginalized students do not necessarily experience greater learning or social-emotional gains than nonmarginalized students if the content of learning or research is not specifically developed with their background, experiences, or needs in mind (see references 67 and 74 – 76 for examples). Cultural incongruity in science education is an important factor in understanding the “imbalance” that occurs when our students’ values are in conflict with the expectations of their academic environment ( 17 , 20 ). Dewsbury et al ( 20 ) recount the internal conflict that Hispanic students felt when listening to seminars about Hispanic scientists’ journey to success.…”

“…Taylor and Dewsbury ( 80 ) argue that normalized but violent language in biology curricula subjugates by reinforcing war norms and xenophobia, such as the use of the terms “invasive species” and “hijacked.” A different paper refers to students’ family and employment status as “risk factors” for academic success ( 70 ), an unfortunate label considering that low-income and first-generation students are pursuing college at increasing rates ( 26 ). As shared by Martinez, students of color enter educational systems and learn about entirely new words to describe them, like “underrepresented,” “underprepared,” and “underachieved” ( 17 ). As a community, we need to critically examine our language across contexts and how it might subjugate or liberate.…”

“…Individuals and institutions can shift the narrative in unique but collaborative ways. For example, educators and researchers could use PD opportunities and introspection to challenge their language and communication practices, while conference organizers might promote PD and metacognitive practices, and journals may have the opportunity to encourage widespread changes through the review-and-editing process ( 17 , 80 ).…”