Knowledge gains in a professional development workshop on diversity, equity, inclusion, and implicit bias in academia
Knowledge gains in a professional development workshop on diversity, equity, inclusion, and implicit bias in academia
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DOI：
10.1152/advan.00164.2019
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发表时间：
2020-09-01
影响因子：
2.1
通讯作者：
Gunaldo, Tina P.
中科院分区：
文献类型：
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作者：
Harrison-Bernard, Lisa M.;Augustus-Wallace, Allison C.;Gunaldo, Tina P.
正如文献所表明的那样，历史上的种族主义和整个学术界的隐含偏见一直是导致缺乏多样性的深刻指标，就像美国大学生物医学科学研究生中根据种族和民族来自代表不足的群体的人有关。认识到这些挑战，一个由生物医学科学家和包容性教育工作者组成的团队在一个学术健康科学中心内开发和实施了一个试点培训计划，作为第一步，教育教职员工他们在促进包容性学术环境方面的作用，接受所有学生，包括代表性不足的学生。这个时长3小时的研讨会包括教学模块、视频、教学模块和参与者的积极参与。向教职员工介绍了共同的术语和方法，以促进包容性和多样化的学术队伍的发展。与研讨会前相比，研讨会后的调查结果显示，与会者在正确识别“隐性偏见”、“地位平衡”、“色盲种族态度”、“表面主义”和“未能区分”定义方面的知识在统计学上有了显著提高。此外，在讲习班结束时，学员对提高多样性和认识到研究生教育中的偏见和陈规定型观念的重要性、知道在与来自不同文化的人互动时说些什么以及在指导生物医学领域代表性不足的群体的学生时承认偏见的能力有了统计上的显著提高。这一初步举措成功地向教职员工介绍了培养包容各方的学术环境的重要性，从而培养了一支多样化的工作队伍。
As literature indicates, historic racism and implicit bias throughout academia have been profound metrics leading to a lack of diversity, as related to people from underrepresented groups according to race and ethnicity, among biomedical sciences graduate students in U.S. universities. Recognizing such challenges, a team of biomedical scientists and inclusivity educators developed and implemented a pilot training program within an academic health sciences center as an initial step to educate faculty and staff regarding their roles in the promotion of an inclusive academic environment, receptive to all students, including underrepresented students. The 3-h workshop included didactic modules, videos, teaching modules, and active attendee participation. Faculty and staff were presented common terminology and ways to promote the development of an inclusive and diverse academic workforce. Compared with pre-workshop, post-workshop survey results indicated a statistically significant improvement in attendee knowledge of correctly identifying definitions of "implicit bias," "status leveling," "color-blind racial attitudes," "tokenism," and "failure to differentiate." Additionally, by the end of the workshop, participants had a statistically significant increase in self-perceptions regarding the importance of improving diversity and recognizing biases and stereotypes in graduate education, knowing what to say when interacting with people from different cultures, and the ability to acknowledge bias when mentoring students from groups underrepresented in the biomedical field. This preliminary initiative was successful in the introduction of faculty and staff to the importance of fostering an inclusive academic environment and thereby developing a diverse workforce.