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

零审稿人：改变同行评审文化以增加多样性、公平性和包容性

• 批准号: 2224779
• 负责人: Pablo Gomez
• 金额: $ 11.71万
• 依托单位: University Enterprises Corporation at CSUSB
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2224779&HistoricalAwards=false
• 关键词: Reviewer; Zero; Changing; Culture; Peer

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.

科学的进步是因为科学家收集数据，开发方法，并产生理论，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，科学作品要经过其他科学家的同行评审。虽然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，从事以研究为重点的职业。尽管同行评议是一种核心的科学实践，但学习如何参与同行评议并没有被明确教授。很少有人接受培训或监督，以确保评审员提供有用的，专业的和文化敏感的反馈（即，以一种不使代表性不足的少数民族学者边缘化的方式提供）。研究生的同行评审经验可以影响他们是否决定留在STEM途径。本项目审查同行评议，着眼于公平（结果和过程是否在各群体之间公平），包容性（同行评议是否提供适合和归属于各群体的经验）和多样性（同行评议是否有助于增加构成该领域的身份和经验）。这个NSF研究生教育创新（IGE）奖给印第安纳州大学，哥伦比亚大学和加州州圣贝纳迪诺旨在通过提高同行评审文化和研究生的能力来促进科学的多样性，公平性和包容性。该项目支持Reviewer Zero的创新结构和目标，Reviewer Zero是一个由心理学和神经科学领域的教师和研究生组成的联盟，致力于理解和干预，以增加同行评审过程中的公平性。Reviewer Zero设想了同行评审文化的“重置”，其中评审起到了形成而不是把关的作用。该项目将制定战略规划，有两个观众：历史上代表性不足的研究生最直接受到不公平的同行评审制度的影响，和审稿人/编辑谁占据权力的位置，使同行评审的决定。该项目将设计、提供和评估干预措施，为每个受众建立认识、知识和支持。具体来说，该项目询问如何针对文化周期的不同方面，可以最好地将同行评审文化转向更大的公平。通过重新构想同行评议的概念，循证培训将使个人获得新的工具和支持，无论他们是受训者还是评审者。一个新的论文开发系统（形成性和交互式审查）将提供一个新的制度结构，从根本上不同的互动之间的审查员和学员。与现有机构（期刊、学会）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。为实现这些目标，本项目将实施一项综合战略，通过以下方式增加同行评审过程中的多样性、公平性和包容性：（a）与评审员/编辑合作，转变文化;（B）向研究生提供直接支持和培训，指导同行评审。通过研究参与项目活动如何影响实习生或审稿人/编辑的知识，技能和能力，该项目将有助于理解文化周期如何发生变化。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的社区所需的知识。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的知识价值和更广泛的影响审查标准进行评估来支持。