Fostering Diversity, Equity, and Inclusion in Neuroscience Training Proceedings of a Workshop—in Brief (2021) / Chapter Skim
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Fostering Diversity, Equity, and Inclusion in Neuroscience Training: Proceedings of a Workshop - in Brief
Fostering Diversity, Equity, and Inclusion in Neuroscience Training: Proceedings of a Workshop - in Brief
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Although no workshop can cover the range of issues comprehensively, the goal of this workshop was to open up dialogue, inspire discussion and rethinking, and most importantly, inspire action, said Liddelow. Globalizing Science Equitably Many initiatives have been taken to expand science globally, but most have been restricted to big institutions or laboratories, said Mahmoud Bukar Maina, research fellow in Sussex Neuroscience at the University of Sussex, United Kingdom.
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Maina also noted the rich genetic diversity in Africa and opportunities for the global neuroscience community to collaborate with African researchers -- allowing them to take the leading role -- to build and expand the research base in the brain sciences. Globalizing science also requires addressing the challenges that international students face when trying to access educational opportunities in high-resource countries, said Maina.
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The challenge of doing double duty was reinforced by Rodriguez, who described work she has done with DEI leaders in 7 of the top 10 psychiatry departments examining psychiatry diversity leadership in academic medicine (Jordan et al., 2021)
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INSTITUTIONAL PERSPECTIVES ON CHANGES NEEDED TO FOSTER DIVERSITY, EQUITY, AND INCLUSION IN NEUROSCIENCE TRAINING HIGHLIGHTS: INSTITUTIONAL CHANGES TO PROMOTE DIVERSITY, EQUITY, AND INCLUSION IN NEUROSCIENCE TRAINING • Cohort models, peer support models, and integration ambassador models can help students feel less isolated and more engaged in the scientific major they are pursuing (Crumpton-Young)
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Another critical factor is belongingness, said Crumpton-Young. To implement strategies at an institutional level that help students feel less isolated and more engaged in the scientific major they are pursuing, she suggested looking at cohort models, peer support models, and what she called an integration ambassador model, in which someone helps the student become integrated into the institutional environment.
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Hurd suggested that junior and senior faculty alike may be able to push their institutions to prioritize investments in programs that will benefit faculty, whether that means providing child care or paying for the time faculty spend on DEI initiatives mentioned by Rodriguez in the first panel. Crumpton-Young added that institutions must also develop multifaceted, comprehensive, holistic programs that respond to the various needs of students.
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Mentoring and Sponsoring Minoritized Students: Strategies to Enhance Confidence and Independence Mentors, sponsors, and advocates can be a tremendous benefit to trainees, said Crumpton-Young, "but sometimes as women and individuals of color, we are led to believe we can't be successful without those individuals." Rather, she views them as supplements rather than determinants to one's ability to be successful. Hurd agreed, but added that people should understand that most decisions made about their careers are made when they themselves are not in the room, "and if someone doesn't have your back, if they don't know you, it's tough for them to advocate for you." She said Mount Sinai provides incoming junior faculty with a mentoring team.
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; Eisai Inc.; Eli Lilly and Company; Foundation for the National Institutes of Health; Gatsby Charitable Foundation; Janssen Research & Development, LLC; Lundbeck Research USA; Merck Research Laboratories; The Michael J Fox Foundation for Parkinson's Research; National Multiple Sclerosis Society; National Science Foundation (DBI-1839674)
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