• 文献检索
  • 文档翻译
  • 深度研究
  • 学术资讯
  • Suppr Zotero 插件Zotero 插件
  • 邀请有礼
  • 套餐&价格
  • 历史记录
应用&插件
Suppr Zotero 插件Zotero 插件浏览器插件Mac 客户端Windows 客户端微信小程序
定价
高级版会员购买积分包购买API积分包
服务
文献检索文档翻译深度研究API 文档MCP 服务
关于我们
关于 Suppr公司介绍联系我们用户协议隐私条款
关注我们

Suppr 超能文献

核心技术专利:CN118964589B侵权必究
粤ICP备2023148730 号-1Suppr @ 2026

文献检索

告别复杂PubMed语法,用中文像聊天一样搜索,搜遍4000万医学文献。AI智能推荐,让科研检索更轻松。

立即免费搜索

文件翻译

保留排版,准确专业,支持PDF/Word/PPT等文件格式,支持 12+语言互译。

免费翻译文档

深度研究

AI帮你快速写综述,25分钟生成高质量综述,智能提取关键信息,辅助科研写作。

立即免费体验

回应和应对 STEM 领域中的种族化微侵犯。

Responding and navigating racialized microaggressions in STEM.

机构信息

Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.

Department of Microbiology and Immunology, University of Iowa, Iowa City, IA, USA.

出版信息

Pathog Dis. 2021 Jun 3;79(5). doi: 10.1093/femspd/ftab027.

DOI:10.1093/femspd/ftab027
PMID:34048540
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8175228/
Abstract

While it is commonly thought that microaggressions are isolated incidents, microaggressions are ingrained throughout the academic research institution (Young, Anderson and Stewart 2015; Lee et al. 2020). Persons Excluded from science because of Ethnicity and Race (PEERs) frequently experience microaggressions from various academicians, including graduate students, postdocs and faculty (Asai 2020; Lee et al. 2020). Here, we elaborate on a rationale for concrete actions to cope with and diminish acts of microaggressions that may otherwise hinder the inclusion of PEERs. We encourage Science, Technology, Engineering and Mathematics (STEM) departments and leadership to affirm PEER scholar identities and promote allyship by infusing sensitivity, responsiveness and anti-bias awareness.

摘要

虽然人们普遍认为微侵犯是孤立的事件,但微侵犯已经深深扎根于整个学术研究机构(Young、Anderson 和 Stewart 2015;Lee 等人,2020)。由于种族和民族而被排除在科学之外的人(PEERs)经常受到包括研究生、博士后和教师在内的各种学者的微侵犯(Asai 2020;Lee 等人,2020)。在这里,我们详细阐述了应对和减少微侵犯行为的具体行动的理由,否则这些行为可能会阻碍 PEERs 的参与。我们鼓励科学、技术、工程和数学(STEM)部门和领导层通过注入敏感性、响应性和反偏见意识来肯定 PEER 学者的身份并促进盟友关系。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8291/8175228/7a2ce4b6c0dc/ftab027fig1.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8291/8175228/7a2ce4b6c0dc/ftab027fig1.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8291/8175228/7a2ce4b6c0dc/ftab027fig1.jpg

相似文献

1
Responding and navigating racialized microaggressions in STEM.回应和应对 STEM 领域中的种族化微侵犯。
Pathog Dis. 2021 Jun 3;79(5). doi: 10.1093/femspd/ftab027.
2
Microaggressions: Black students' experiences - A qualitative study.微侵犯:黑人学生的经历——一项定性研究。
J Prof Nurs. 2022 May-Jun;40:73-78. doi: 10.1016/j.profnurs.2022.03.004. Epub 2022 Mar 17.
3
Is microaggression an oxymoron? A mixed methods study on attitudes toward racial microaggressions among United States university students.微侵犯是否自相矛盾?一项关于美国大学生对种族微侵犯态度的混合方法研究。
PLoS One. 2020 Dec 2;15(12):e0243058. doi: 10.1371/journal.pone.0243058. eCollection 2020.
4
Addressing Microaggressions in Academic Health: A Workshop for Inclusive Excellence.解决学术健康领域中的微侵犯问题:一个促进包容性卓越的工作坊。
MedEdPORTAL. 2021 Feb 11;17:11103. doi: 10.15766/mep_2374-8265.11103.
5
From Eggshells to Action: A Qualitative Study of Faculty Experience Responding to Microaggressions Targeting Medical Students.从蛋壳到行动:针对医学生的微侵犯,教师应对经验的定性研究。
Acad Med. 2023 Nov 1;98(11S):S79-S89. doi: 10.1097/ACM.0000000000005424. Epub 2023 Aug 1.
6
Hidden hurt: A qualitative study of the microaggressions experienced by disabled children in education in China.隐性伤害:中国残疾儿童在教育中所经历的微侵犯的定性研究。
Child Abuse Negl. 2023 Jul;141:106200. doi: 10.1016/j.chiabu.2023.106200. Epub 2023 Apr 21.
7
Taking the VITALS to Interrupt Microaggressions.采用 VITALS 干预微侵犯行为。
MedEdPORTAL. 2022 Jan 19;18:11202. doi: 10.15766/mep_2374-8265.11202. eCollection 2022.
8
Ethnicity, Race, and Gender in Engineering Education: The Nuanced Experiences of Male and Female Latinx Engineering Undergraduates Targeted by Microaggressions.工程教育中的族裔、种族和性别:受微侵犯影响的拉丁裔男性和女性工科本科生的细致入微的经历。
Psychol Rep. 2023 Oct;126(5):2345-2382. doi: 10.1177/00332941221075766. Epub 2022 Apr 4.
9
Exploring the impact of microaggressions on the genetic counseling student-supervisor relationship: A qualitative study.探讨微侵犯对遗传咨询学生-导师关系的影响:一项定性研究。
J Genet Couns. 2024 Feb;33(1):41-53. doi: 10.1002/jgc4.1876. Epub 2024 Feb 15.
10
The Need for Understanding and Addressing Microaggressions in the Workplace.理解和应对工作场所中的微侵犯的必要性。
Perspect Psychol Sci. 2023 Jul;18(4):738-742. doi: 10.1177/17456916221133825. Epub 2022 Nov 15.

引用本文的文献

1
Sustaining the Biomedical Research Workforce: Medical School Leadership in Supporting Research Learners.维持生物医学研究人员队伍:医学院在支持研究学员方面的领导力。
Acad Med. 2025 Jun 2. doi: 10.1097/ACM.0000000000006114.
2
Diversity, equity, and inclusion in a polarized world: Navigating challenges and opportunities in STEMM.多元化、公平性和包容性在一个两极分化的世界中:在 STEMM 领域中应对挑战和把握机遇。
Mol Biol Cell. 2024 Nov 1;35(11):vo2. doi: 10.1091/mbc.E24-06-0264.
3
A scoping review on what constitutes a good research culture.关于何为良好研究文化的范围综述。

本文引用的文献

1
Mentoring during Uncertain Times.不确定时期的指导。
Trends Biochem Sci. 2021 May;46(5):345-348. doi: 10.1016/j.tibs.2021.01.012. Epub 2021 Feb 20.
2
Building Diverse Mentoring Networks that Transcend Boundaries in Cancer Research.建立跨越癌症研究边界的多元化指导网络。
Trends Cancer. 2021 May;7(5):385-388. doi: 10.1016/j.trecan.2021.01.001. Epub 2021 Feb 6.
3
The art of virtual mentoring in the twenty-first century for STEM majors and beyond.21世纪针对理工科专业学生及其他专业学生的虚拟指导艺术。
F1000Res. 2024 Oct 14;13:324. doi: 10.12688/f1000research.147599.1. eCollection 2024.
4
How to design a broad mindfulness program: One approach to introducing mindfulness to a STEM community within a university setting.如何设计一个广泛的正念项目:在大学环境中向 STEM 社区介绍正念的一种方法。
J Cell Physiol. 2024 Jul;239(7):e31252. doi: 10.1002/jcp.31252. Epub 2024 Apr 12.
5
The graduate school guide: How to prepare for the qualifying exam and assemble a thesis/graduate committee.研究生指南:如何准备资格考试和组建论文/研究生委员会。
J Cell Physiol. 2024 Aug;239(8):e31258. doi: 10.1002/jcp.31258. Epub 2024 Apr 9.
6
Recognizing and addressing environmental microaggressions, know-your-place aggression, peer mediocrity, and code-switching in STEMM.认识并应对环境中的微侵犯、安守本分的侵犯行为、同行平庸现象以及科学、技术、工程、数学和医学领域中的语码转换。
Front Educ (Lausanne). 2023;8. doi: 10.3389/feduc.2023.1270567. Epub 2023 Dec 18.
7
A workshop to showcase the diversity of scientists to middle school students.一个向中学生展示科学家多样性的研讨会。
Adv Physiol Educ. 2024 Jun 1;48(2):186-192. doi: 10.1152/advan.00117.2023. Epub 2024 Jan 18.
8
Speaking up for the invisible minority: First-generation students in higher education.为隐形少数群体发声:高等教育中的第一代学生。
J Cell Physiol. 2024 Jul;239(7):e31158. doi: 10.1002/jcp.31158. Epub 2024 Jan 16.
9
Disparities in funding for Nobel Prize awards in medicine and physiology across nationalities, races, and gender.诺贝尔医学奖和生理学奖在资金资助方面存在国籍、种族和性别差异。
J Cell Physiol. 2024 Jul;239(7):e31157. doi: 10.1002/jcp.31157. Epub 2024 Jan 15.
10
Diversity, Equity and Inclusion in the Laboratory: Strategies to Enhance Inclusive Laboratory Culture.实验室中的多样性、公平性和包容性:增强包容性实验室文化的策略。
Mol Cell. 2023 Nov 2;83(21):3766-3772. doi: 10.1016/j.molcel.2023.09.011.
Nat Biotechnol. 2020 Dec;38(12):1477-1482. doi: 10.1038/s41587-020-00758-7.
4
Patching the Leaks: Revitalizing and Reimagining the STEM Pipeline.查漏补缺:振兴和重塑 STEM 人才管道。
Cell. 2020 Oct 29;183(3):568-575. doi: 10.1016/j.cell.2020.09.029.
5
Mentoring to Foster a Diverse Future.指导以培育多元的未来。
Cell. 2020 Oct 29;183(3):561-563. doi: 10.1016/j.cell.2020.10.010.
6
Underrepresentation of Women at Academic Medical Conferences-"Manels" Must Stop.学术医学会议上女性代表人数不足——必须杜绝“男性专场”。
JAMA Netw Open. 2020 Sep 1;3(9):e2018676. doi: 10.1001/jamanetworkopen.2020.18676.
7
Mentoring minority trainees: Minorities in academia face specific challenges that mentors should address to instill confidence.指导少数族裔学员:学术界的少数族裔面临着导师应该解决的具体挑战,以树立他们的信心。
EMBO Rep. 2020 Oct 5;21(10):e51269. doi: 10.15252/embr.202051269. Epub 2020 Sep 28.
8
The Citation Diversity Statement: A Practice of Transparency, A Way of Life.引文多样性声明:透明的实践,生活的方式。
Trends Cogn Sci. 2020 Sep;24(9):669-672. doi: 10.1016/j.tics.2020.06.009.
9
Race Matters.种族问题至关重要。
Cell. 2020 May 14;181(4):754-757. doi: 10.1016/j.cell.2020.03.044.
10
Racism as Experienced by Physicians of Color in the Health Care Setting.有色人种医生在医疗环境中所经历的种族主义。
Fam Med. 2020 Apr;52(4):282-287. doi: 10.22454/FamMed.2020.384384.