黑料吃瓜网

To address what they call persistent gender, racial, and ethnic bias in academia, scholars at 黑料吃瓜网 and Yale and Leiden universities have recommended specific, rigorous interventions that lead to positive outcomes.

The researchers, led by 黑料吃瓜网 Assistant Professor of Psychology Corinne Moss-Racusin, include John F. Dovidio, Victoria L. Brescoll, Mark J. Graham, and Jo Handelsman of Yale University; and Jojanneke van der Toorn of Leiden University. The group鈥檚 work is detailed in a paper published in the current issue of Science magazine (Vol. 343, Feb. 7, 2014).

鈥淥ur previous work has demonstrated that persistent, subtle biases undermine the career advancement of promising female and racial minority scientists, as well as the diversity of the scientific workforce and the advancement of the scientific enterprise more broadly,鈥� said Moss-Racusin. 鈥淭o target these pernicious biases, we need carefully designed, systematically tested, and rigorously implemented interventions. Unfortunately, although many diversity interventions have been in place for decades, few have been thoroughly evaluated to determine whether they effectively reduce biases and increase diversity. We argue that researchers must take a scientific approach to the development, assessment, and implementation of diversity interventions.鈥�

The scholars identified two types of bias that contribute to fewer female and minority scientists. Implicit biases, those that are 鈥渁utomatically activated and frequently operate outside of conscious awareness,鈥� are chiefly responsible for inequitable treatment of scientists. The authors note, 鈥淎lthough likely unintentional, implicit biases undermine skilled female and minority scientists, prevent full access to talent, and distort the meritocratic nature of academic science.鈥� Explicit biases, which are 鈥渃onscious and deliberate,鈥� also are a factor. Such biases not only lower the number of female and racial minority scientists, but also contribute to a lower level of research funding by federal grant agencies for these individuals.

According to Moss-Racusin, 鈥淪uccessful interventions must reduce implicit and explicit biases in order to effectively boost diversity.鈥� Acknowledging that diversity training programs can lead to backlash and failure to correct the problem, the scholars suggest interventions that incorporate 鈥渁ctive learning techniques,鈥� such as exercises, activities, and discussions, which 鈥渄ynamically engage participants.鈥�

Toward that end, they provide a framework that includes four specific design elements leading to three measurable outcomes. According to Moss-Racusin, this approach uses the 鈥渟ame standards for measuring outcomes that we have for science in our disciplines.鈥�

The researchers recommend incorporating tested interventions into the responsible conduct of research (RCR) courses that are currently mandated by such federal funding agencies as the National Institutes of Health and the National Science Foundation.

Said Moss-Racusin, 鈥淩CR courses were instituted based on serious concerns about the fair treatment of human and animal research participants. The next logical step is to take the ethical and fair treatment of researchers themselves just as seriously, by adopting a scientific approach to ameliorating subtle biases that can undermine responsible research practices just as systematically as many of the topics already included in established RCR courses.鈥�