Six Ways to Incorporate Justice, Equity, Diversity, and Inclusion into Scientific Research
Liz Kyonka (California State University, East Bay), & Shrinidhi Subramaniam (California State University, Stanislaus)
1. Build capacity in scientists from historically marginalized groups
2. Cultivate diverse and inclusive research teams
3. Develop JEDI-informed research questions
4.Categorize and report categories thoughtfully
5. When analyzing data, use a critical approach that acknowledges that data are not separable from their social and cultural context (Castillo & Gillborn, 2022; Gillborn et al., 2018; Pearson et al., 2021).
6. Share your data as openly and transparently as possible
- Go beyond hiring (King, 2022)
- Rethink mentoring
- as coming from a multidirectional network rather than a guru (Rockquemore, 2013)
- as groundskeeping rather than gatekeeping (Davies et al., 2021; Montgomery, 2020)
2. Cultivate diverse and inclusive research teams
- Include community partners (Ruzycki & Ahmed, 2022).
- Foster a sense of belonging (Ayala et al., 2021)
- Ten simple rules for building an antiracist lab (Chaudhary & Behre, 2020)
3. Develop JEDI-informed research questions
- Reflect on how your beliefs, identities, training, etc. influence the way you approach research (Pearson et al., 2021).
- Conduct a JEDI literature review that considers the social and cultural contexts of extant research (Ruzycki & Ahmed, 2022).
- Involve stakeholders in the development of research questions (Ruzycki & Ahmed, 2022).
- Frame research questions as asset-based rather than problem-based (Castillo & Gillborn, 2022; Friman, 2021).
4.Categorize and report categories thoughtfully
- Apply a critical lens to inclusion and exclusion criteria, choose your demographic variables carefully (Castillo & Gillborn, 2022; Ruzycki & Ahmed, 2022).
- Use inclusive language when recording and reporting demographic variables (e.g., Levy et al., 2021; Ruzycki & Ahmed, 2022).
- But! Demographic questions are one of the best ways to enable assessment of equity and one of the best ways to inadvertently reinforce racism. Think about the purpose of collecting the information as well as the consequences for your participants (Krause, 2023).
- Report representation relative to representation in the general population (Lewis et al., 2009).
5. When analyzing data, use a critical approach that acknowledges that data are not separable from their social and cultural context (Castillo & Gillborn, 2022; Gillborn et al., 2018; Pearson et al., 2021).
6. Share your data as openly and transparently as possible
- When reporting data, describe effects in ways that are meaningful to the broadest possible audience (Castillo & Gillborn, 2022).
- When sharing data, consider the ethics of data stewardship (Ruzycki & Ahmed, 2022)
- …and provide accessible data to stakeholders (Castillo & Gillborn, 2022; Ruzycki & Ahmed, 2022).
References
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Castillo, W., & Gillborn, D. (2022). How to “QuantCrit:” Practices and questions for education data researchers and users (No. 22-546). Working Paper. https://edworkingpapers.org/sites/default/files/ai22-546.pdf
Chaudhary, V. B., & Berhe, A. A. (2020). Ten simple rules for building an antiracist lab. PLoS Computational Biology, 16(10), e1008210. https://doi.org/10.1371/journal.pcbi.1008210
Davies, S. W., Putnam, H. M., Ainsworth, T., Baum, J. K., Bove, C. B., Crosby, S. C., ... & Bates, A. E. (2021). Promoting inclusive metrics of success and impact to dismantle a discriminatory reward system in science. PLoS biology, 19(6), e3001282. https://doi.org/10.1371/journal.pbio.3001282
Friman, P. C. (2021). There is no such thing as a bad boy: The circumstances view of problem behavior. Journal of Applied Behavior Analysis, 54(2), 636-653.
Gillborn, D., Warmington, P., & Demack, S. (2018). QuantCrit: education, policy, ‘Big Data’ and principles for a critical race theory of statistics. Race ethnicity and education, 21(2), 158-179. https://doi.org/10.1080/13613324.2017.1377417
King, N. M. (2022). DEI Is Not Enough. Hastings Center Report, 52(3), 3-3.
Krause, H. (2023). weallcount.com
Levy, S., Siebold, A., Vaidya, J., Truchon, M. M., Dettmering, J., & Mittelman, C. (2022). A look in the mirror: How the field of behavior analysis can become anti-racist. Behavior Analysis in Practice, 15(4), 1112-1125. https://doi.org/10.1007/s40617-021-00630-3
Lewis, J. L., Menzies, H., Nájera, E. I., & Page, R. N. (2009). Rethinking trends in minority participation in the sciences. Science Education, 93(6), 961-977. https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.20338?casa_token=poVUMeve0NkAAAAA:aH-ePe4q3D7O3QQyRXoP0p_TUw1ArbtiQiZuSsZA_3JHTB_DF0te3tARNtjT2FiqwZuuh-igiFu1zcbP
Montgomery, B. L. (2020). Academic leadership: gatekeeping or groundskeeping?. The Journal of Values-Based Leadership, 13(2), 16. https://scholar.valpo.edu/cgi/viewcontent.cgi?article=1316&context=jvbl
Pearson, M. I., Castle, S. D., Matz, R. L., Koester, B. P., & Byrd, W. C. (2022). Integrating critical approaches into quantitative STEM equity work. CBE—Life Sciences Education, 21(1), es1. https://doi.org/10.1187/cbe.21-06-0158
Rockquemore, K. A. (22 July, 2013). A New Model of Mentoring. Inside Higher Ed, https://www.insidehighered.com/advice/2013/07/22/essay-calling-senior-faculty-embrace-new-style-mentoring
Ruzycki, S. M., & Ahmed, S. B. (2022). Equity, diversity and inclusion are foundational research skills. Nature Human Behaviour, 6(7), 910-912. https://www.nature.com/articles/s41562-022-01406-7
Castillo, W., & Gillborn, D. (2022). How to “QuantCrit:” Practices and questions for education data researchers and users (No. 22-546). Working Paper. https://edworkingpapers.org/sites/default/files/ai22-546.pdf
Chaudhary, V. B., & Berhe, A. A. (2020). Ten simple rules for building an antiracist lab. PLoS Computational Biology, 16(10), e1008210. https://doi.org/10.1371/journal.pcbi.1008210
Davies, S. W., Putnam, H. M., Ainsworth, T., Baum, J. K., Bove, C. B., Crosby, S. C., ... & Bates, A. E. (2021). Promoting inclusive metrics of success and impact to dismantle a discriminatory reward system in science. PLoS biology, 19(6), e3001282. https://doi.org/10.1371/journal.pbio.3001282
Friman, P. C. (2021). There is no such thing as a bad boy: The circumstances view of problem behavior. Journal of Applied Behavior Analysis, 54(2), 636-653.
Gillborn, D., Warmington, P., & Demack, S. (2018). QuantCrit: education, policy, ‘Big Data’ and principles for a critical race theory of statistics. Race ethnicity and education, 21(2), 158-179. https://doi.org/10.1080/13613324.2017.1377417
King, N. M. (2022). DEI Is Not Enough. Hastings Center Report, 52(3), 3-3.
Krause, H. (2023). weallcount.com
Levy, S., Siebold, A., Vaidya, J., Truchon, M. M., Dettmering, J., & Mittelman, C. (2022). A look in the mirror: How the field of behavior analysis can become anti-racist. Behavior Analysis in Practice, 15(4), 1112-1125. https://doi.org/10.1007/s40617-021-00630-3
Lewis, J. L., Menzies, H., Nájera, E. I., & Page, R. N. (2009). Rethinking trends in minority participation in the sciences. Science Education, 93(6), 961-977. https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.20338?casa_token=poVUMeve0NkAAAAA:aH-ePe4q3D7O3QQyRXoP0p_TUw1ArbtiQiZuSsZA_3JHTB_DF0te3tARNtjT2FiqwZuuh-igiFu1zcbP
Montgomery, B. L. (2020). Academic leadership: gatekeeping or groundskeeping?. The Journal of Values-Based Leadership, 13(2), 16. https://scholar.valpo.edu/cgi/viewcontent.cgi?article=1316&context=jvbl
Pearson, M. I., Castle, S. D., Matz, R. L., Koester, B. P., & Byrd, W. C. (2022). Integrating critical approaches into quantitative STEM equity work. CBE—Life Sciences Education, 21(1), es1. https://doi.org/10.1187/cbe.21-06-0158
Rockquemore, K. A. (22 July, 2013). A New Model of Mentoring. Inside Higher Ed, https://www.insidehighered.com/advice/2013/07/22/essay-calling-senior-faculty-embrace-new-style-mentoring
Ruzycki, S. M., & Ahmed, S. B. (2022). Equity, diversity and inclusion are foundational research skills. Nature Human Behaviour, 6(7), 910-912. https://www.nature.com/articles/s41562-022-01406-7