Willis Lisa M, Mehta Devang, Davis Alexandra
Department of Biological Sciences, University of Alberta, Edmonton T6G 2R3, Canada.
ACS Cent Sci. 2020 Dec 23;6(12):2294-2300. doi: 10.1021/acscentsci.0c01120. Epub 2020 Dec 3.
There is an overwhelming amount of evidence demonstrating that people from marginalized groups, including women, racialized and Indigenous peoples, people with disabilities, immigrants, and LGBTQ+ individuals, continue to face substantial discrimination in STEM, manifested as both overt bias and unconscious bias. These biases result in discrimination against individuals in marginalized groups, and independent biases collectively contribute to a culture that systematically discriminates against people from marginalized groups. Representation from marginalized groups in postsecondary degrees in natural science and engineering has not substantially improved in over a decade. A set of 10 concrete principles are presented that trainees, principle investigators, departments, and faculties can use to enhance the participation and lived experiences of people in marginalized groups in STEM.
大量证据表明，包括女性、被种族化群体和原住民、残疾人、移民以及 LGBTQ+ 群体在内的边缘化群体的人们，在科学、技术、工程和数学（STEM）领域继续面临严重歧视，表现为公然的偏见和无意识的偏见。这些偏见导致对边缘化群体个体的歧视，而这些独立的偏见共同促成了一种系统性地歧视边缘化群体的文化。在过去十多年里，边缘化群体在自然科学和工程领域的高等学位中的代表性并未得到实质性改善。本文提出了一套 10 条具体原则，供学员、首席研究员、系和学院用来提高边缘化群体的人们在 STEM 领域的参与度和实际体验。
