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Antiracist Opportunities in the Journal of Microbiology and Biology Education: Considerations for Diversity, Equity, and Inclusion

Authors in the Journal of Microbiology and Biology Education (JMBE) have demonstrated a clear commitment to diversity, equity, and inclusion (DEI) through commentaries, instructional approaches, and research. However, analysis of JMBE literature using Kendi’s antiracist framework (How To Be an Antir...

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Detalles Bibliográficos
Autor principal: Nardi, C. L.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Microbiology 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8441998/
https://www.ncbi.nlm.nih.gov/pubmed/34745409
http://dx.doi.org/10.1128/jmbe.00151-21
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author Nardi, C. L.
author_facet Nardi, C. L.
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description Authors in the Journal of Microbiology and Biology Education (JMBE) have demonstrated a clear commitment to diversity, equity, and inclusion (DEI) through commentaries, instructional approaches, and research. However, analysis of JMBE literature using Kendi’s antiracist framework (How To Be an Antiracist, 2019) offers additional opportunities for growth. These opportunities are discussed and framed under five emergent conceptual categories (ECCs). First, capitalistic goals (e.g., productivity) are often drivers for DEI initiatives but disproportionately benefit those with power. Humanity-centered reasons, like honoring community values, are also important motivations. Second, faculty are often targeted as primary agents of change for DEI, but more powerful stakeholders such as department and institutional leadership can also implement equitable policies and practices to widen the impact of DEI initiatives. Third, study scopes are sometimes focused on the outcomes of inequity (e.g., lower retention rates for students of color) rather than the systemic causes (e.g., exclusivity of science). While outcomes are important to research, studies should create clear connections and distinctions between the systems and symptoms of inequity. Fourth, active learning and authentic research experiences are not automatically inclusive and do not necessarily validate students’ identities. Such approaches may be more impactful when tailored for context and student background. Finally, language and communication can have broad impacts on DEI efforts. As a community, we may need to be more critical of our shared language and communication. This review discusses the five ECCs in depth and offers next steps for supporting DEI across the biology and microbiology education community.
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spelling pubmed-84419982021-11-04 Antiracist Opportunities in the Journal of Microbiology and Biology Education: Considerations for Diversity, Equity, and Inclusion Nardi, C. L. J Microbiol Biol Educ Perspective Authors in the Journal of Microbiology and Biology Education (JMBE) have demonstrated a clear commitment to diversity, equity, and inclusion (DEI) through commentaries, instructional approaches, and research. However, analysis of JMBE literature using Kendi’s antiracist framework (How To Be an Antiracist, 2019) offers additional opportunities for growth. These opportunities are discussed and framed under five emergent conceptual categories (ECCs). First, capitalistic goals (e.g., productivity) are often drivers for DEI initiatives but disproportionately benefit those with power. Humanity-centered reasons, like honoring community values, are also important motivations. Second, faculty are often targeted as primary agents of change for DEI, but more powerful stakeholders such as department and institutional leadership can also implement equitable policies and practices to widen the impact of DEI initiatives. Third, study scopes are sometimes focused on the outcomes of inequity (e.g., lower retention rates for students of color) rather than the systemic causes (e.g., exclusivity of science). While outcomes are important to research, studies should create clear connections and distinctions between the systems and symptoms of inequity. Fourth, active learning and authentic research experiences are not automatically inclusive and do not necessarily validate students’ identities. Such approaches may be more impactful when tailored for context and student background. Finally, language and communication can have broad impacts on DEI efforts. As a community, we may need to be more critical of our shared language and communication. This review discusses the five ECCs in depth and offers next steps for supporting DEI across the biology and microbiology education community. American Society for Microbiology 2021-07-30 /pmc/articles/PMC8441998/ /pubmed/34745409 http://dx.doi.org/10.1128/jmbe.00151-21 Text en Copyright © 2021 Nardi. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/) .
spellingShingle Perspective
Nardi, C. L.
Antiracist Opportunities in the Journal of Microbiology and Biology Education: Considerations for Diversity, Equity, and Inclusion
title Antiracist Opportunities in the Journal of Microbiology and Biology Education: Considerations for Diversity, Equity, and Inclusion
title_full Antiracist Opportunities in the Journal of Microbiology and Biology Education: Considerations for Diversity, Equity, and Inclusion
title_fullStr Antiracist Opportunities in the Journal of Microbiology and Biology Education: Considerations for Diversity, Equity, and Inclusion
title_full_unstemmed Antiracist Opportunities in the Journal of Microbiology and Biology Education: Considerations for Diversity, Equity, and Inclusion
title_short Antiracist Opportunities in the Journal of Microbiology and Biology Education: Considerations for Diversity, Equity, and Inclusion
title_sort antiracist opportunities in the journal of microbiology and biology education: considerations for diversity, equity, and inclusion
topic Perspective
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8441998/
https://www.ncbi.nlm.nih.gov/pubmed/34745409
http://dx.doi.org/10.1128/jmbe.00151-21
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