Campbell-Montalvo Rebecca A, Caporale Natalia, McDowell Gary S, Idlebird Candice, Wiens Katie M, Jackson Kimberly M, Marcette Jana D, Moore Michael E
Department of Curriculum and Instruction, University of Connecticut, Storrs, CT 06269.
Department of Neurobiology, Physiology and Behavior, University of California-Davis, Davis, CA 95616.
J Microbiol Biol Educ. 2020 Apr 10;21(1). doi: 10.1128/jmbe.v21i1.2083. eCollection 2020.
In contrast to efforts focusing on improving inclusion in STEM classrooms from kindergarten through undergraduate (K-16), efforts to improve inclusion in scientific meetings and conferences, important hubs of STEM culture, are more recent. Markers of inclusion that are sometimes overlooked at these events can include the composition of panels, how workshops are run, the affordability of conferences, and various other mechanisms that maintain pre-existing hierarchies and norms that limit the participation of early-career researchers and individuals of minoritized cultural, linguistic, and economic backgrounds. The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network coordinates efforts of researchers from many fields interested in diversity and inclusion in biology education. Given the concerns regarding inclusion at professional meetings, iEMBER has developed and implemented several practices in planning and executing our meetings to make them more inclusive. In this report, we share our experiences developing inclusive meetings on biology education research and discuss the outcomes of such efforts. Specifically, we present our approach to planning and executing the iEMBER 2019 conference and the National Association of Biology Teachers iEMBER 2019 workshop. This report adds to the growing body of resources on inclusive meetings, provides readers with an account of how such an attempt at implementation might unfold, and complements existing theories and work relating to the importance and functioning of such meetings in terms of representation in STEM.
与从幼儿园到本科阶段（K - 16）致力于改善STEM课堂包容性的努力不同，改善科学会议（STEM文化的重要枢纽）包容性的努力则更为新近。在这些活动中有时被忽视的包容性标志可能包括小组的组成、研讨会的举办方式、会议的可承受性，以及各种维持既有等级制度和规范的机制，这些等级制度和规范限制了早期职业研究人员以及文化、语言和经济背景处于少数群体地位的个人的参与。生物学教育与研究中的包容性环境与指标（iEMBER）网络协调了许多对生物学教育中的多样性和包容性感兴趣的领域的研究人员的工作。鉴于对专业会议包容性的担忧，iEMBER在规划和举办我们的会议时制定并实施了几种做法，以使会议更具包容性。在本报告中，我们分享我们在开展生物学教育研究包容性会议方面的经验，并讨论这些努力的成果。具体而言，我们介绍我们规划和举办iEMBER 2019会议以及2019年全国生物教师协会iEMBER研讨会的方法。本报告增加了关于包容性会议的日益增多的资源，向读者介绍了这样一种实施尝试可能如何展开，并补充了关于此类会议在STEM代表性方面的重要性和作用的现有理论和工作。
