Advancing Antiracism, Diversity, Equity, and Inclusion in STEMM Organizations Beyond Broadening Participation (2023) / Chapter Skim
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Journal of Community and Applied Social Psychology, 18(5)
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Advances in Experimental Social Psychology, 23, 1–74. Academic Press.
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Journal of Community and Applied Social Psychology, 20(4)
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Personality and Social Psychology Bulletin, 31(9)
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Journal of Community and Applied Social Psychology, 8(6)
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organizations in which individual and group interactions and behaviors occur.1 STEMM organizations exist in many sizes, containing groups and individual people working together to achieve common goals. Here, the committee examines the structural and systemic issues that have contributed to inequalities; organizational antiracism, diversity, equity, and inclusion efforts; and ways to enact change at this level.
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The material in the present chapter intersects with and builds on points of discussion from previous chapters in the report. As discussed in Chapter 3, there are fewer people from minoritized racial and ethnic groups in positions of leadership in STEMM organizations.
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. Although the analysis presented here is rooted in the science behind organizational change, not all of the research has been carried out in STEMM organizations specifically.
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Using Schein's Iceberg to Understand Organizational Culture Schein's iceberg model of culture (Schein, 1992) suggests that there are different layers to organizational cultures -- artifacts, espoused values, and tacit underlying beliefs -- with some visible and others hidden and difficult for newcomers to an organization or those outside of it to understand and interpret.
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and processes, and they affect the opportunities and experiences that minoritized groups, in particular, have within an organization. Any efforts or recommendations to bring about systemic change, increase the participation of minoritized individuals, and also improve the quality of experience of minoritized groups in STEMM disciplines must therefore address the invisible, underlying beliefs that exist in both academic and non-academic STEMM organizations.
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STEMM organizations also express and transmit their cultures through processes such as hiring, admissions, tenure and promotion, and other activities that identify new members and promote those within. Conceptions of merit and excellence in doctoral admissions, for example, are not given or objective, but rather culturally constructed over time within disciplinary communities that have been mostly non-Hispanic White and mostly male; thus, the metrics of merit and excellence that institutions privilege in admissions reproduce cohorts of students who resemble what came before (Posselt, 2016)
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Supreme Court cases are under review that will have an impact on the future of affirmative action, Students for Fair Admissions Inc.
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. How STEMM organizations determine who merits access is a powerful reflection of organizational culture and has been a topic of considerable research.
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. Disparities in college preparedness and readiness manifest in test scores, and they trace back to unequal access to high-quality pre-K–12 education: Black and Latine students are more likely to attend schools that do not offer college preparatory courses, such as Advanced Placement courses, and less than 50 percent of American Indian and Alaska Native students have access to a full range of math and science courses in high school (United Negro College Fund; U.S.
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Half of Asian stu dents and 45% of white students graduate college in 4 years compared to 21% of Black students, and 32% of Latino or Hispanic students. Default rates on student loans tell a similar story; Black and Latino or Hispanic students are much more likely to default within 12 years of graduation (Smith, 2020)
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. While ETS discourages the use of cutoff scores in admissions decisions, research from a variety of sources suggests that an emphasis on GRE scores play a significant role in the admissions process and strongly shapes professors' judgments of admissibility (Petersen et al., 2021; Posselt, 2016)
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. In a study of 2009 MCAT scores, White applicants had a higher mean score (26.3)
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Reliance on standardized test scores can exacerbate racial inequities in admissions and financial aid decisions for undergradu ate, graduate, and medical programs. Holistic Admissions In undergraduate, graduate, and medical education, the movement away from reliance on standardized tests has been coupled with a movement toward holistic review, which is defined as an assessment of "academic ability coupled with a flexible assessment of applicants' talents, experiences, and potential to contribute to the learning of those around them" by evaluating "all of the information available in their file" (U.S.
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. While not STEMM specific, one meta-analysis covering research from 1980 to 2015 found that White applicants received 36 percent more callbacks from employers than African American candidates and 24 percent more than Latines with equal qualifications (Quillian et al., 2017)
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employees. Median weekly earnings for both Black and Hispanic men were just over 75 percent of the median weekly earnings for White men, while the median weekly earnings for Black and Latine women were 85 percent and 77 percent, respectively, less than the median weekly wage for White women.
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In terms of hiring, Black people are less likely to receive callbacks than less-credentialed White people. In terms of wages, across occupations Black people and Latine people have lower median weekly earnings than their White and Asian counterparts.
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identified the following factors: microaggressions from White colleagues, no acknowledgment of Black faculty as credible researchers, Eurocentric work environments, and higher workload responsibilities compared to White faculty. Studies have also shown that African American faculty are less satisfied with their jobs compared to White faculty (Frazier, 2021)
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is most often used in relation to White women and work and family concerns, looking at faculty from minoritized racial and ethnic groups through this lens is also important. This is because they too are impacted by these systemic norms, not only as a result of personal concerns, but also because of the demands of cultural taxation.
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For example, policies and norms that restrict natural hair have a disproportionate impact on Black men and women. This norm reflects anti-Black hair sentiment dating back to slavery through the Civil Rights move ment, and generally impacts Black women the most (Griffin, 2019)
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Asian Americans often suffer from stereotypes of being foreign. Second, while many disciplines have strong norms for research topics and methods, faculty of color are more likely to adopt alternative approaches and conduct studies on topics and groups that fall outside of the established expectations.
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Career Development, Mentorship, and Professional Networks In addition to the research demonstrating that Black individuals are paid less for the same level of employment as their White counterparts, White individuals are also shown to be more likely to receive other nonmonetary resources, such as formal and informal mentoring, access to professional networks, sponsorship from institutional or other STEMM leaders, and opportunities for professional development. As a result, despite having similar credentials and working in equivalent positions, it will take a Black person more time to accumulate wealth, which will affect decisions related to housing, education, and health (Ray, 2019)
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RECOMMENDATION 8-1: Organizational leaders should take action to redress both individual bias and discrimination as well as organizational processes that reproduce harm and negative outcomes for people from minoritized racial and ethnic groups at critical points of access and ad vancement. This action should include a review of evaluation criteria and decisionmaking practices (i.e., in admissions, hiring and wage and start-up resource-setting, promotion, advancement)
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. For STEMM organizations today, increasing demographic diversity and increasing sensitivity to equity, inclusion, and antiracism across society are motivating changes that many institutions had previously resisted (Foster, 2016)
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factors. Internal drivers of change might be reflected in low recruitment and high attrition rates for STEMM professionals from minoritized racial and ethnic backgrounds.
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. Mimetic influences are widespread and can be leveraged in support of antiracism, diversity, equity, and inclusion values when influential organizations use their privileged position within status hierarchies to lead their field in challenging the status quo.
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Contradictions in Cultural Change STEMM organizations that formally espouse values of antiracism, diversity, equity, and inclusion might still signal or create hostile or chilly climates for racial minority groups. There are several reasons this may occur: (i)
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. A growing body of research documents the importance of recognizing and managing racialized emotions, which tend to differ significantly between White individuals, who enjoy racial privilege, and people of color, who have experienced racism (Joseph et al., 2015)
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. In contrast, cultural change also compels attention to the comfort -- or lack thereof -- experienced by Black people, Indigenous people, and other people of color in work environments that were not designed with their needs in mind, that may be downright hostile, and that can lead them to be less committed to and satisfied with the organization (Cady and Valentine, 1999; Greenhaus et al., 1990; Tsui et al., 1992, 1997)
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. The widespread presence of such myths in STEMM organizations, which are ostensibly dedicated to data and truth, makes it clear that learning must be a critical element of organizational change (Smith, 2020)
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value system overlaps with an emphasis on individual merit in STEMM. In both instances, the dominant group has been White men, who may feel that disruption to the status quo poses a serious risk to their historic access to power and will leave them being outnumbered by presumably unqualified women and minorities (Plaut et al., 2014)
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. There are ways that organizations can counter resistance and that are most effective when pursued at multiple levels and approaches: But large corporations and big universities are developing multipronged diversity initiatives that tackle not only implicit biases, but structural discrimination.
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Cultural change around antiracism, diversity equity, and inclusion can involve personal reflection, emotional labor, and challenges to individual beliefs, all of which cause discomfort. RECOMMENDATION 8-2: Leaders, managers, and human resource depart ments in science, technology, engineering, mathematics, and medicine organiza tions should anticipate resistance to antiracism, diversity, equity, and inclusion efforts and investigate with rigorous empirical tools, the impacts of training on different types of antiracism, diversity, equity, and inclusion outcomes (hiring, climate, promotion, retention, leadership roles, resource allocation)
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This kind of learning, one that seeks to understand and address the root causes of an issue, requires an organizational culture with the safety to identify and talk about core beliefs or structures that are problematic. Research on a group of STEMM Ph.D.
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FRAMEWORKS FOR ORGANIZATIONAL CHANGE As stated at the beginning of this chapter, the goal here has been to provide a guide for leaders who want to accelerate progress in advancing antiracism, diversity, equity, and inclusion in STEMM organizations. The evidence shows that culture change is an essential ingredient for systemic and transformational change, which begins at the top of an organization and permeates multiple levels.
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2. Strengthen HR Capabilities in all roles (DEI must permeate the talent supply chain from hiring, to promoting and helping people grow) 3. Engage senior leader commitment (diversity training has limited value, but leadership commitment can make a big difference)
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(2022) 1. Address the unsustainable status quo 2. Detach from the status quo 3. Develop a purposeful vision 4. Lead emotional transformation 5. Include both the rational and emotional 6. Align KPIs, funding, resources and people 7. Make transformation the new normal AAC&U's Committing to Equity and Inclusive Excellence: Campus Guide for Self-Study and Planning AAC&U (2015)
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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; process and structures; professional development; evaluate results and reorient; celebrate successes; scale-up or down 3. Institutionalize – disseminate results; review; commit; persist SOURCE: Excerpts from Daniels, 2022; Livingston, 2020; Berson, 2020; Roberts et al., 2019; Ely and Thomas, 2020; White, Smets, and Canwell, 2022; AAC&U, 2015; McNair et al., 2020; Posselt, 2020; Kezar, 2013.
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In addition to the intense nature of the work, culture change can also come with a redistribution of resources, which can create feelings of loss for individuals who previously held privilege. These tensions can contribute to resistance to antiracism, diversity, equity, and inclusion efforts in organizations, which can slow change efforts if not sufficiently addressed by leadership and management.
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. Understanding organizational culture.
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American Sociological Review, 147–160. Dobbin, F., and Kalev, A
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Assessing the ef ficacy of corporate affirmative action and diversity policies. American sociological review, 71(4)
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. Dissecting racial bias in an algorithm used to manage the health of populations.
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Journal of Negro Education, Innovations in African American Educational Research: A Special Issue Commemorating the 150th Anniversary of W.E.B. Du Bois' Birth, 87(3)
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Covert Racism. https://doi.org/10.1163/ej.9789004203655.i-461.82 Society for Human Resource Management.
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https://www2.ed.gov/about/offices/list/ocr/docs/crdc-college-and-career readiness-snapshot.pdf U.S. Supreme Court (2021a)
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The order in which they are presented in this chapter corresponds to the organizational framework in Figure 9-1. The research agenda is organized first by the multiple levels that were discussed in previous chapters of the report, beginning with items that address the historical and contemporary 265
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