Emery Nathan C, Bledsoe Ellen K, Hasley Andrew O, Eaton Carrie Diaz
Department of Plant Biology Michigan State University East Lansing MI USA.
Department of Biology University of Regina Regina SK Canada.
Ecol Evol. 2020 Dec 7;11(4):1480-1491. doi: 10.1002/ece3.7062. eCollection 2021 Feb.
As we strive to lift up a diversity of voices in science, it is important for ecologists, evolutionary scientists, and educators to foster inclusive environments in their research and teaching. Academics in science often lack exposure to research on best practices in diversity, equity, and inclusion and may not know where to start to make scientific environments more welcoming and inclusive. We propose that by approaching research and teaching with empathy, flexibility, and a growth mind-set, scientists can be more supportive and inclusive of their colleagues and students. This paper provides guidance, explores strategies, and directs scientists to resources to better cultivate an inclusive environment in three common settings: the classroom, the research laboratory, and the field. As ecologists and evolutionary scientists, we have an opportunity to adapt our teaching and research practices in order to foster an inclusive educational ecosystem for students and colleagues alike.
在我们努力提升科学界各种声音的多样性时，生态学家、进化科学家和教育工作者在其研究和教学中营造包容的环境非常重要。科学界的学者往往缺乏对多样性、公平性和包容性方面最佳实践研究的接触，可能不知道从何处着手使科学环境更具欢迎性和包容性。我们建议，通过以同理心、灵活性和成长型思维方式开展研究和教学，科学家能够对同事和学生给予更多支持并更具包容性。本文提供指导、探索策略，并为科学家指引获取资源的途径，以便在三种常见场景中更好地培育包容的环境：课堂、研究实验室和野外。作为生态学家和进化科学家，我们有机会调整我们的教学和研究实践，以便为学生和同事培育一个包容的教育生态系统。
