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1. Interrogating Structural Racism in STEM Higher Education

   https://doi.org/10.3102/0013189X20972718  

   McGee, Ebony Omotola (December 2020, Educational Researcher)

   The racialized structure of STEM (science, technology, engineering, mathematics) higher education maintains gross inequities that are illustrative of structural racism, which both informs and is reinforced by discriminatory beliefs, policies, values, and distribution of resources. Thus, an examination into structural racism in STEM is needed to expose the marginalization of underrepresented groups in STEM and to improve understanding of the STEM policies, practices, and procedures that allow the foundation of racism to remain intact. I argue that, even at the top of the education hierarchy, Black STEM doctorate students and PhD degree holders consistently endure the racist residue of higher education institutions and STEM employers. Thus, this manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read “assimilate”) underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces. I argue that, without a critical examination of the structural racism omnipresent in the STEM, progress in racially diversifying STEM will continue at a snail’s pace. 

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2. Resisting Racist Discourses with Research Methods, Active Learning, and Storytelling

   https://doi.org/10.1177/23326492221127957  

   Dueñas, Maria D.; Crowell, Amber R. (January 2023, Sociology of Race and Ethnicity)

   This article contributes to building anti-racist teaching resources in the scholarship of teaching and learning in sociology. We developed an active learning-based project in which students conduct and analyze an interview with someone they are close to on how their family discussed racial discourses during their childhoods. Using Latinx Critical Race Theory as a framework and through qualitative analyses of student assignments, we found that the course project developed students’ critical consciousness by helping them evaluate how biographies are shaped by race, racism, and racial discourses and identify how racism and resistance manifest in family life through storytelling. 

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3. Developmental origins of anti-Black bias in White children in the United States: Exposure to and beliefs about racial inequality

   https://doi.org/10.1073/pnas.2209129119  

   Rizzo, Michael T.; Britton, Tobias C.; Rhodes, Marjorie (November 2022, Proceedings of the National Academy of Sciences)

   Anti-Black racism remains a pervasive crisis in the United States. Racist social systems reinforce racial inequalities and perpetuate prejudicial beliefs. These beliefs emerge in childhood, are difficult to change once entrenched in adolescence and adulthood, and lead people to support policies that further reinforce racist systems. Therefore, it is important to identify what leads children to form prejudicial beliefs and biases and what steps can be taken to preempt their development. This study examined how children’s exposure to and beliefs about racial inequalities predicted anti-Black biases in a sample of 646 White children (4 to 8 years) living across the United States. We found that for children with more exposure to racial inequality in their daily lives, those who believed that racial inequalities were caused by intrinsic differences between people were more likely to hold racial biases, whereas those who recognized the extrinsic factors underlying racial inequalities held more egalitarian attitudes. Grounded in constructivist theories in developmental science, these results are consistent with the possibility that racial biases emerge in part from the explanatory beliefs that children construct to understand the racial inequalities they see in the world around them. 

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4. A Socio-ecological Imperative for Broadening Participation in Coastal and Estuarine Research and Management

   https://doi.org/10.1007/s12237-021-00944-z  

   Harris, L. A.; Grayson, T.; Neckles, H. A.; Emrich, C. T.; Lewis, K. A.; Grimes, K. W.; Williamson, S.; Garza, C.; Whitcraft, C. R.; Pollack, J. Beseres; et al (May 2021, Estuaries and Coasts)

   Abstract For most of the scientific disciplines associated with coastal and estuarine research, workforce representation does not match the demographics of communities we serve, especially for Black, Hispanic or Latino, and Indigenous peoples. This essay provides an overview of this inequity and identifies how a scientific society can catalyze representational, structural, and interactional diversity to achieve greater inclusion. Needed changes go beyond representational diversity and require an intentional commitment to build capacity through inclusivity and community engagement by supporting anti-racist policies and actions. We want to realize a sense of belonging on the part of scientists in society at large and enable research pursuits through a lens of social justice in service of coastal communities. Minimally, this framework offers an avenue for increased recruitment of individuals from more diverse racial and ethnic identities. More broadly, the mechanisms described here aim to create a culture in scientific societies in which social justice, driven by anti-racist actions, produces systemic change in how members of scientific societies approach, discuss, and address issues of inequity. We have written this essay for members of the coastal and marine science community who are interested in change. We aim to call in new voices, allies, and champions to this work. 

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5. Exclusionary Behaviors Reinforce Historical Biases and Contribute to Loss of Talent in the Earth Sciences

   https://doi.org/10.1029/2022EF002912  

   Marin‐Spiotta, Erika; Diaz‐Vallejo, Emily J.; Barnes, Rebecca T.; Mattheis, Allison; Schneider, Blair; Berhe, Asmeret Asefaw; Hastings, Meredith G.; Williams, Billy M.; Magley, Vicki (February 2023, Earth's Future)

   Abstract Geosciences remain one of the least diverse fields. Efforts to diversify the discipline need to address the role of hostile and exclusionary work and learning environments. A workplace climate survey distributed to five professional organizations illustrates varied experiences of earth and space scientists over a 12‐month period (pre‐COVID). A majority experienced positive interactions in the workplace. However, scientists of color, women and non‐binary individuals, scientists with disabilities, and lesbian, gay, bisexual, queer, pansexual, and asexual (LGBQPA+) scientists more frequently experienced negative interactions, including interpersonal mistreatment, discriminatory language, and sexual harassment. Geoscientists of color were more likely to experience devaluation of their work than white scientists. More than half of women and non‐binary respondents, as well as those who identify as LGBQPA+ experienced identity‐based discriminatory remarks. Disabled geoscientists were more likely to hear negative identity‐based language than those who did not disclose a disability. Overall, 14% of all respondents experienced sexual harassment in the previous year. Rates were greatest for historically excluded groups: non‐binary (51%), LGBQPA+ (33%), disabled (26%), women (20%), and geoscientists of color (17%). A majority of geoscientists reported avoiding their colleagues and almost a third considered leaving their institution or a career change. Historically excluded groups were more likely to report opting out of professional activities with potential career consequences. To address continued exclusion and low retention in the earth and space sciences, recruitment is not enough. We need to create environments that ensure opportunities for all to thrive. 

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