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Abstract Science communication (scicomm) shapes our world by helping people use science to make societal and personal decisions. Supporting and doing ethical scicomm requires valuing diverse perspectives and the people who do scicomm. Unfortunately, institutional hurdles ingrained in academia impede and undermine ethical scicomm. The injustices impeding scicomm stem from the prestige paradigm of academia (articulated in the present article), which reinforces hierarchical relationships in an exclusionary and exploitative system. To move academia forward, we name and review these injustices through the lens of five realms of scicomm (scientific communication, teaching scicomm, academics engaging in scicomm, scicomm research, and scicomm careers beyond academia). We then provide a novel framework, helping readers identify axes of influence and how they can leverage their intersectional, academic capital to take concrete action to remove the hurdles impeding ethical scicomm in academia. 

Abstract Scientists in higher education institutions around the globe recognize the importance of engaging with public stakeholders to share their enthusiasm, explain their science, and encourage primary and secondary students to enter the sciences. However, without direct consideration of students’ and teachers’ perspectives and interests, scientists may design activities around their own goals, limiting the impact on school stakeholders (i.e., students, teachers, paraprofessional staff, students’ parents, and other caregivers). We drew from natural and social science research to describe how expanding the conception of place beyond the biophysical can help engage school stakeholders in meaningful ways. We describe the multidimensional PLACE framework that we developed to integrate perspectives, knowledge, and values of all stakeholders in engagement programming. The framework is organized around topics that stakeholders should discuss early on to ensure successful partnerships. We recommend that scientists identify and use pedagogy that is inclusive; language framed around dialogic communication methods; aims and motivations centered on engagement; cultural funds of knowledge of place (i.e., disciplinary, personal, or experiential knowledge); and evaluation of engagement based on meaningful metrics. Two case studies are presented to illustrate how the PLACE framework components, when addressed, can lead to robust, successful partnerships between scientists and schools.