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Pages 1-16

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From page 1...
... While the connections between STEMM organizations and the national context may not seem obvious in day-to-day activities, they are foundational to the culture and climate of educational and professional environments. Recently, the murders of George Floyd, Breonna Taylor, Ahmaud Arbery, and Rayshard Brooks led to a critical reckoning in the United States with its history and the impact of racialized policies.
From page 2...
... To address the statement of task, the National Academies appointed the committee -- including experts in the science of antiracism, diversity, equity, and inclusion;4 social and cognitive psychology; industrial and organizational psychology; sociology; and individuals with experience implementing programs in STEMM organizations. COMMITTEE APPROACH The challenges experienced by minoritized people in STEMM are deeply rooted in history, law, cultural and institutional practices, and interpersonal biases and assumptions -- all factors that must be understood in depth to discern ways forward.
From page 3...
... To address its charge to review evidence from lived experience on the ways in which racism impedes STEMM careers for historically minoritized racial and ethnic groups, the committee leveraged the expertise from the National Academies' Roundtable on Black Men and Black Women in SEM, a panel of leaders focused on increasing the representation, retention, and inclusion of Black men and Black women in science, engineering, and medicine. Structured interviews with members of the Roundtable and other members of the National Academies who identify as Black or African American critically contribute to and complement the body of published and peer-reviewed research evidence on antiracism, diversity, equity, and inclusion in STEMM facing Black Americans and are intended to provide important accounts that illustrate not only the challenges these professionals faced, but also the support they found helpful in their education and career.
From page 4...
... Racial biases at the individual and interpersonal levels also impede STEMM careers for people from minoritized groups. These biases lead to minoritized people experiencing a range of adverse consequences in STEMM environments, which generally spur one of three responses: exiting the field, implementing strategies to fit in, and/or collectively mobilizing to transform the STEMM environment.
From page 5...
... Values take tangible form in the ways that leaders allocate resources, such as funding, personnel, and professional development opportunities across the organization. Interrogating the underlying values in candidate selection criteria, for example, can identify where bias appears and provide opportunities for leaders, human resource directors, and other decisionmakers to implement more equitable processes.
From page 6...
... Excellence: 1.  Listen, hear, and act (listening to employees is a top driver of excellence) 2. Strengthen Human Resource capabilities in all roles (DEI must permeate the talent supply chain from hiring, to promoting and helping people grow)
From page 7...
... Action steps:   1.  Know who your students are and will be   2. Commit to frank, hard dialogues about the climate for minoritized students on your campus, with the goal of affecting a paradigm shift in language and actions   3. Invest in culturally responsive practices that lead to the success of minoritized students   4.  Set and monitor equity goals and devote aligned resources to achieve them   5. Develop and actively pursue a clear vision and goals for achieving high-quality learning   6.  Expect and prepare all students to produce culminating or signature work   7. Provide support to help students develop guided plans to achieve essential learning outcomes, prepare for and complete signature work, and connect college with careers   8. Identify high-impact practices best suited to your students and your institution's quality framework   9. Ensure that essential learning outcomes are addressed and high-impact practices are incorporated across all programs 10. Make student achievement -- specifically, minoritized student achievement -- visible and valued From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education McNair, T.B., et al.
From page 8...
... Three phases of culture change: 1. Mobilize: Develop initial awareness of the need for change (data) ; create vision; galvanize support for change through discussion; mobilize leadership and collective action 2. Implement: Choose strategies; pilot; change policies; select process and structures; identify professional development; evaluate results and reorient; celebrate successes; scale-up or down 3.  Institutionalize: Disseminate results; review; commit; persist and practices to create educational and working environments that increase access for people from minoritized groups.
From page 9...
... CONCLUSION 2-2: The policies, programs, and practices of Historically Black Colleges and Universities and Tribal Colleges and Universities are examples of providing intentional and culturally responsive student and faculty support. Predominantly White institutions of higher education and other science, technology, engineering, mathematics, and medicine organizations can look to these institutions as guides and adopt these systems to increase support for people from minoritized racial and ethnic groups.
From page 10...
... organizations, higher education, and human resource offices can improve minoritized people's individual and interpersonal experiences in STEMM educational and professional environments through the following practices: 1.  Improve numerical diversity through the admission, hiring, and inclusion of minoritized individuals at all levels of an organization: a.
From page 11...
... organizations, higher education, and human resource offices can improve minoritized people's individual and interpersonal experiences in STEMM educational and professional environments through the following practices: 1.  Create and provide continued investment in programs that facili tate working relationships between minoritized individuals and high-status professionals: a.
From page 12...
... RECOMMENDATION 5-5: Leaders and gatekeepers of science, technol ogy, engineering, mathematics, and medicine (STEMM) organizations, higher education, and human resource offices can improve minoritized people's individual and interpersonal experiences in STEMM educational and professional environments through the following practices: a.
From page 13...
... CONCLUSION 6-2: Additional research is needed to examine the psy chological impacts of perpetuating racism from the perspective of the gatekeeper in science, technology, engineering, mathematics, and medicine. Understanding the Challenges and Leveraging the Strengths of Diverse Work Teams CONCLUSION 7-1: For teams in science, technology, engineering, math ematics, and medicine organizations, increased numeric representation of minoritized individuals is critical; however, numeric diversity alone is an insufficient condition to yield positive team performance.
From page 14...
... Understanding Organizations and the Role of Leadership in Developing a Culture of Antiracism, Diversity, Equity, and Inclusion CONCLUSION 8-1: Although standardized tests, such as the SAT, GRE, and MCAT, may not be biased as instruments, they often replicate the edu cational inequities endured by students from historically minoritized racial and ethnic groups, and they are not consistent predictors of academic and professional success. Reliance on standardized test scores can exacerbate racial inequities in admissions and financial aid decisions for undergradu ate, graduate, and medical programs.
From page 15...
... Hiring managers, directors of human resources, and supervisors •  should measure and review the application, offer, and acceptance rates in their organization, as well as the salaries, resource pack ages, and academic tracks and titles of new hires, for instances of racial and ethnic discrimination in the hiring process. As a result, these leaders should, as appropriate, implement proactive out reach and recruitment to increase applications from people from minoritized racial and ethnic groups, trainings and resources to eliminate bias in the hiring process for managers, and updated policies to reduce bias and discrimination in setting wages.
From page 16...
... , advancement (promotion and tenure) , and other rewards; • Analysis of resource allocation by race and ethnicity such as wages and bonuses, mentorship, professional development opportunities, physical materials or assets, and other items or forms of support; • Mentorship, training, and professional development opportunities to build skills specific to supporting Black students, Indigenous students, and students and trainees from historically minoritized racial and ethnic groups; • Culturally-aware mentorship and management training for super visors, administrators, and other leaders; and • The results of regular climate surveys to evaluate the working conditions and environment.


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