Advancing Antiracism, Diversity, Equity, and Inclusion in STEMM Organizations Beyond Broadening Participation (2023) / Chapter Skim
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1 Introduction
1 Introduction
Pages 17-30
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From page 17... ...
Yet despite significant investments by federal, state, and local governments, philanthropies, and the private sector to address diversity, equity, and inclusion in STEMM organizations, there are still substantial barriers that produce inequitable opportunities and outcomes. As a result, Black people, Indigenous people, Latine1 people, Asian American people, and people from other systematically minoritized racial and ethnic groups face inequities in STEMM higher education and the workforce.
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From page 18... ...
, but while 58 percent of White students earn a STEM baccalaureate degree, only 43 percent of Latine students and 34 percent of Black students earn a STEM baccalaureate degree, with 40 percent of Black students and 37 percent of Latine students switching out of STEM majors before earning their degree (Riegle-Crumb et al., 2019)
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From page 19... ...
Common themes that have emerged from this robust body of work include the need to: • Develop and institute inclusive leadership practices in STEMM institutions; • Foster an environment that provides social and behavioral support for underrepresented/under-resourced individuals across STEM education and careers; • Support and increase pathway programs that focus on underrepre sented/under-resourced individuals; and, • Fortify data collection, evaluation, and accountability of diversity, equity, and inclusion programs.4 More recently, the National Academies' Committee on Advancing Diversity, Equity, Inclusion, and Antiracism in 21st Century STEMM Organizations, under the auspices of the Board on Behavioral, Cognitive, and Sensory Sciences and the Board on Higher Education and Workforce, hosted a national summit that "highlighted how racism operates at different levels in STEMM settings; reviewed policies and practices for confronting systemic racism; and explored ways to advance diversity, equity, and inclusion in STEMM settings" (the National Academies of Sciences, Engineering, and Medicine, 2021)
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From page 20... ...
impedes STEMM careers for historically minoritized racial and ethnic groups; Identify principles for sustainable organizational culture change to address racism and promote DEI; including discussion of the role of training, ways to motivate buy-in at all levels of the STEMM organization, and stay the course in adopting a strategy and goals aimed at addressing racism and its role as a bar rier to a STEMM career; Review and synthesize the existing research on methods to improve the recruitment, retention, and advancement of members of historically minoritized racial and ethnic groups pursuing STEMM careers; and identify promising poli cies and practices for changing existing systems and structures; Identify examples of effective strategies to advance antiracism in STEMM organizations, including roles for members within organizations; and Define a research agenda to address gaps in knowledge in the evidence base to advance antiracism, diversity, equity, and inclusion.
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From page 21... ...
All four papers can be found in the report's public access file on the National Academies website.5 The committee also jointly sponsored a workshop with the National Academies Roundtable on Black Men and Women in SEM6 during which presenters shared their lived experiences and expertise in leading antiracist programs. In addition to being responsive to its charge, the committee recognized that understanding lived experiences is important and would complement the scientific literature on diversity, equity, and inclusion.
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From page 22... ...
This focus is in no way intended to diminish the importance of addressing challenges facing other minoritized groups but rather to provide guidance for future work to address their concerns, including a call for additional research that investigates the unique racialized issues facing these groups in the research agenda. When the committee turned to the National Academies for precedent, it found that the committee tasked with creating the report Measuring Racial Discrimination (2004)
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From page 23... ...
To address the second "M" in STEMM, the committee included fields that employ individuals in the broad range of health care occupations as defined by the Bureau of Labor Statistics, which include health care practitioners, technical occupations, and health care support occupations, such as medical equipment preparers and pharmacy aids (BLS, 2021)
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From page 24... ...
As social constructs, these concepts have changed over time, as the Census Bureau notes: Race and ethnicity categories generally reflect social definitions in the United States and are not an attempt to define race and ethnicity bio logically, anthropologically, or genetically. We recognize that the race and ethnicity categories include racial, ethnic, and national origins and socio cultural groups (BLS, August 2021)
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From page 25... ...
The committee took numerous factors into consideration, including the importance of contemporary context, the acknowledgement of history, terms favored by individual racial and ethnic groups, the dynamic aspect of language, experiences of mistreatment and racism, numeric underrepresentation, existing structures and systems of oppression, the role of power in STEMM, the use of active versus passive language, the use of nouns versus verbs, the consideration of who is centered (and who is not) , and how to name those in power (i.e., gatekeepers)
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From page 26... ...
This report explores the factors that produced system and structural barriers for minoritized groups, such as the historic redlining of predominantly Black neighborhoods, disproportionate funding of White-majority versus minority serving land grant institutions, and discouraging Black veterans from attending college. It examines how systemic and structural issues operate at the organizational, group, individual, and interpersonal levels and discusses theories of organizational change and practices that have been successful in changing organizational culture to create diverse, equitable, and inclusive environments in which everyone can thrive.
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From page 27... ...
The report draws connections between historic events, and similarly racialized policies, and the issues that confront people in STEMM organizations today. The committee contends that understanding the history of the United States is critical not only to understand how present-day racial and ethnic bias and discrimination operate, but also to imagine how to dismantle the systems of oppression that presently impact systematically minoritized groups based on their race and ethnicity.
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From page 28... ...
The chapters also explore how policies, practices, and programs can shift norms, values, and behaviors at each level. The emphasis on changes further upstream, within organizations or groups and teams, does not preclude the work or responsibility of individuals, particularly those in leadership, gatekeeping, and decisionmaking roles; owever, the report focuses on changes to structures, systems, and institutions as a way to guide and shape individual behavior.
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From page 29... ...
. STEM jobs see uneven progress in increas ing gender, racial and ethnic diversity.
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From page 30... ...
. STEM education.
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