Nardi C L
University of Colorado-Denver, Denver, Colorado, USA.
J Microbiol Biol Educ. 2021 Jul 30;22(2). doi: 10.1128/jmbe.00151-21. eCollection 2021 Fall.
Authors in the (JMBE) have demonstrated a clear commitment to diversity, equity, and inclusion (DEI) through commentaries, instructional approaches, and research. However, analysis of JMBE literature using Kendi's antiracist framework (, 2019) offers additional opportunities for growth. These opportunities are discussed and framed under five emergent conceptual categories (ECCs). First, capitalistic goals (e.g., productivity) are often drivers for DEI initiatives but disproportionately benefit those with power. Humanity-centered reasons, like honoring community values, are also important motivations. Second, faculty are often targeted as primary agents of change for DEI, but more powerful stakeholders such as department and institutional leadership can also implement equitable policies and practices to widen the impact of DEI initiatives. Third, study scopes are sometimes focused on the outcomes of inequity (e.g., lower retention rates for students of color) rather than the systemic causes (e.g., exclusivity of science). While outcomes are important to research, studies should create clear connections and distinctions between the systems and symptoms of inequity. Fourth, active learning and authentic research experiences are not automatically inclusive and do not necessarily validate students' identities. Such approaches may be more impactful when tailored for context and student background. Finally, language and communication can have broad impacts on DEI efforts. As a community, we may need to be more critical of our shared language and communication. This review discusses the five ECCs in depth and offers next steps for supporting DEI across the biology and microbiology education community.
《微生物与生物学教育杂志》（JMBE）的作者们通过评论、教学方法和研究，展现了对多元化、公平和包容（DEI）的明确承诺。然而，运用肯迪的反种族主义框架（2019年）对JMBE的文献进行分析，为其发展提供了更多机遇。这些机遇将在五个新出现的概念类别（ECCs）下进行讨论和阐述。首先，资本主义目标（如生产力）往往是DEI倡议的驱动力，但却 disproportionately 惠及有权势的人。以人文为中心的理由，如尊重社区价值观，也是重要的动机。其次，教师常被视为DEI变革的主要推动者，但诸如系部和机构领导等更有权力的利益相关者也可以实施公平的政策和做法，以扩大DEI倡议的影响。第三，研究范围有时聚焦于不平等的结果（如有色人种学生的低留校率），而非系统性原因（如科学的排他性）。虽然结果对研究很重要，但研究应在不平等的系统和症状之间建立明确的联系和区分。第四，主动学习和真实的研究经历并非自动具有包容性，也不一定能认可学生的身份。当根据具体情境和学生背景进行调整时，这些方法可能会更有影响力。最后，语言和沟通会对DEI工作产生广泛影响。作为一个群体，我们可能需要对我们共同使用的语言和沟通方式更加挑剔。本综述深入讨论了这五个ECCs，并为支持生物学和微生物学教育界的DEI提供了下一步措施。
