Rutgers, Robert Wood Johnson Medical School, New Brunswick, NJ, USA.
Princeton University, Princeton, NJ, USA.
Mol Imaging Biol. 2022 Jun;24(3):353-358. doi: 10.1007/s11307-021-01663-4. Epub 2021 Oct 15.
Racial, ethnic, and gender representation in an academic setting means that teachers, professors, and other leaders reflect the demographics of the student body in the educational and professional spaces that they serve. This form of representation, which is often intersectional, strengthens communities and improves student outcomes, from as early as primary and secondary education, through to college education and beyond. Representation matters because it can shape the reputation and self-image of women and Black, Indigenous, and People of Color (BIPOC) within environments dominated by over-represented majorities (ORMs). From the perspective of BIPOC women trainees, the lack of BIPOC faculty who are visible minorities, particularly at the most senior level positions, often conjures questions of whether academia is a realistic career path for aspiring minority students. This article focuses on the key component of representation in the United States (U.S.), highlighting our vision for a solution for the so-called "leaky pipeline" for BIPOC in science, technology, engineering, and mathematic with action items to end it.
在学术环境中，族裔、种族和性别代表性意味着教师、教授和其他领导者在他们所服务的教育和专业领域反映学生群体的人口统计数据。这种代表性形式，通常是交叉的，可以增强社区，并从基础教育，到大学教育以及之后，提高学生的学习成果。代表性很重要，因为它可以影响女性和黑人和原住民以及有色人种（BIPOC）在以多数群体为主导的环境中的声誉和自我形象（ORMs）。从 BIPOC 女性受训者的角度来看，缺乏可见的少数族裔的 BIPOC 教师，特别是在最高级别职位上，往往会让人质疑学术界是否是有抱负的少数族裔学生的现实职业道路。本文重点介绍了美国（U.S.）代表性的关键组成部分，强调了我们对所谓的“BIPOC 科学、技术、工程和数学领域人才流失”的解决方案愿景，并提出了终结这一问题的行动方案。
