Reviewer Zero: Changing the Culture of Peer Review to Increase Diversity, Equity, and Inclusion

科学之所以进步，是因为科学家收集数据、开发方法并产生理论，这些理论成为共享科学记录的一部分。为了成为这一共享记录的一部分，科学工作要经过其他科学家的同行审查。尽管同行评议的目的是促进严格的标准，但它也对科学工作者产生了影响--对于谁想留下来，谁能够留下来，在专注于研究的职业中。尽管同行评议是一项核心的科学实践，但学习如何参与同行评议并没有被明确传授。很少有人接受培训或监督，以确保评审员提供有用、专业和文化敏感的反馈(即，以不排斥代表不足的少数族裔学者的方式提供反馈)。研究生接受同行评议的经历可能会影响他们是否决定继续走STEM道路。本项目审查同行审查，着眼于公平(结果和进程在不同群体之间是否公平)、包容性(同行审查是否提供了不同群体之间的适合性和归属感)和多样性(同行审查是否有助于扩大构成领域的特性和经验的范围)。NSF研究生教育创新奖(IGE)授予印第安纳大学、哥伦比亚大学和加利福尼亚州圣贝纳迪诺州立大学，旨在通过改善同行评议文化和研究生驾驭同行评议的能力，促进科学领域的多样性、公平性和包容性。该项目支持零评审者的创新结构和目标，这是一个心理学和神经科学的教职员工和研究生的联盟，致力于理解和干预同行评审过程中的公平性。Zero预想了同行评审文化的“重置”，在这种文化中，评审服务于形成性而不是把关功能。该项目将针对两个受众制定战略计划：受不公平同行审查制度直接影响最大的历来任职人数不足的研究生，以及在同行审查决定中占据主导地位的审查员/编辑。该项目将设计、提供和评估干预措施，以提高每个受众的认识、知识和支持。具体地说，该项目询问针对文化周期的不同方面如何最好地将同行评议文化转向更大的公平性。通过重新想象同行评审是什么，基于证据的培训将使个人获得新的工具和支持，无论他们是实习生还是评审员。一个新的论文编写系统(形成性和互动式审查)将为审查员和受训者之间根本不同的互动提供一个新的体制结构。与现有机构(期刊、协会)的外联和伙伴关系将导致传播关于同行审查的目标和进程的新观点。为了实现这些目标，该项目将实施一项全面战略，通过(A)与审查员/编辑合作改变文化，并(B)为研究生开展同行审查提供直接支持和培训，从而增加同行审查过程中的多样性、公平性和包容性。通过研究参与项目活动如何影响学员或审稿人/编辑的知识、技能和能力，该项目将有助于理解文化周期是如何发生变化的。研究生教育创新(IGE)项目专注于研究生教育研究。IGE的目标是试验、测试和验证研究生教育的创新方法，并产生将这些方法推广到更广泛社区所需的知识。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

Science advances because scientists collect data, develop methods, and generate theories that become part of a shared scientific record. To be part of this shared record, scientific works go through peer review by other scientists. Although peer review is intended to promote rigorous standards, it also has consequences for the scientific workforce - for who wants to stay and who is able to stay, in research-focused careers. Despite peer review’s place as a core scientific practice, learning how to engage with peer review is not explicitly taught. Few people receive training or oversight to ensure that reviewers provide feedback that is helpful, professional, and culturally sensitive (i.e., delivered in a way that does not marginalize underrepresented minority scholars). Graduate students’ experiences with peer review can influence whether they decide to stay in the STEM pathway. This project examines peer review with an eye to equity (are outcomes and processes equitable across groups), inclusion (does peer review offer experiences of fit and belonging across groups), and diversity (does peer review contribute to increasing the range of identities and experiences constituting the field). This NSF Innovations of Graduate Education (IGE) award to Indiana University, Columbia University, and California State San Bernardino seeks to foster diversity, equity, and inclusion within science by improving peer review culture and graduate students’ ability to navigate peer review. This project supports the innovative structure and goals of Reviewer Zero, a coalition of faculty and graduate students in psychology and neuroscience working to understand and intervene to increase equity in peer review processes. Reviewer Zero envisions a “reset” of peer review culture in which reviews serve a formative rather than gatekeeping function. This project will develop strategic programming with two audiences: the historically underrepresented graduate students most directly affected by inequitable systems of peer review, and the reviewers/editors who occupy positions of power in making peer review decisions. The project will design, deliver, and assess interventions that build awareness, knowledge, and support for each audience. Specifically, the project asks how targeting different aspects of the culture cycle can best shift peer review culture toward greater equity. By re-imagining ideas about what peer review is, the evidence-based training will engage individuals with new tools and supports, whether they are trainees or reviewers. A new paper development system (Formative And Interactive Review) will provide a novel institutional structure for fundamentally different interactions between reviewers and trainees. Outreach and partnerships with existing institutions (journals, societies) will lead to the dissemination of new views of the goals and processes of peer review. Towards these goals, this project will implement a comprehensive strategy to increase diversity, equity, and inclusion in the peer review process by (a) working with reviewers/editors to shift culture and (b) providing direct support and training to graduate students navigating peer review. By studying how engaging with program activities affects trainee or reviewer/editor knowledge, skills, and abilities, the project will contribute to understanding how shifts in culture cycles occur.The Innovations in Graduate Education (IGE) program is focused on research in graduate education. The goals of IGE are to pilot, test and validate innovative approaches to graduate education and to generate the knowledge required to move these approaches into the broader community.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.