The current bias in the STEM academy favors English-language research publications, creating a barrier between English-speaking and non-English speaking researchers that is detrimental to the continuity and evolution of STEM research. In this paper, we lay out policy measures that employ U.S. government resources to create infrastructure that standardizes and facilitates the language translation process and hosting of multilingual publications. This proposal aims to increase linguistic diversity in academic STEM publications for the ultimate goal of improving global scientific communication and ameliorating the existing disparity between English and non-English STEM literature.

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A Call to Diversify the Lingua Franca of Academic STEM Communities

Η τρέχουσα προκατάληψη στην ακαδημία γύρω από τα λεγόμενα γνωστικά αντικείμενα STEM (Φυσικές Επιστήμες, Τεχνολογία, Πολυτεχνικές Επιστήμες, Μαθηματικά) ευνοεί τις αγγλικές ερευνητικές δημοσιεύσεις, δημιουργώντας ένα εμπόδιο μεταξύ Αγγλόφωνων και μη-Αγγλόφωνων ερευνητών που είναι επιζήμιο για τη συνέχεια και την εξέλιξη της έρευνας STEM. Σε αυτό το έγγραφο, παρουσιάζουμε μέτρα πολιτικής που χρησιμοποιούν κυβερνητικούς πόρους των ΗΠΑ για τη δημιουργία υποδομής που τυποποιεί και διευκολύνει τη διαδικασία μετάφρασης γλωσσών και τη φιλοξενία πολυγλωσσικών δημοσιεύσεων. Η πρόταση που κάνουμε σε αυτό το κείμενο στοχεύει στην αύξηση της γλωσσικής ποικιλομορφίας στις ακαδημαϊκές εκδόσεις STEM με απώτερο σκοπό τη βελτίωση της παγκόσμιας επιστημονικής επικοινωνίας και τη βελτίωση της υπάρχουσας ανισότητας μεταξύ Αγγλόφωνης και μη-Αγγλόφωνης βιβλιογραφίας STEM.

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Πρόταση για Διαφοροποίηση της Κοινής Γλώσσας Επικοινωνίας των Ακαδημαϊκών Κοινοτήτων STEM

Mentors, Mentors Everywhere: Weaving Informal and Formal Mentoring into a Robust Chemical Sciences Mentoring Quilt

Diversity in the environmental health sciences (EHS) workforce is crucial in providing culturally sensitive services to diverse communities. This may be influenced by academic faculty training a diverse student body in the field of environmental health. This study aimed to characterize the diversity of students and faculty in EHS programs accredited by the National Environmental Health Science and Protection Accreditation Council (EHAC). A retrospective analysis was conducted on secondary data obtained from annual surveys administered to program directors in EHAC-accredited academic programs that included both undergraduate and graduate EHS degrees. The database covered surveys on gender and race that were conducted by EHAC for 12 academic years spanning 2009-2010 to 2020-2021. Results show most students (undergraduate and graduate) were female (54.4% and 52.1%, respectively) and white (61.0% and 50.7%, respectively). Increasing trends were observed over the last 12 years (2009-2021) in female undergraduate (from 53.7% to 59.8%) and graduate (from 47.1% to 60.3%) students and in non-white undergraduate students (from 40.0% to 48.2%). Most faculty (teaching in undergraduate and graduate programs) were male (64.4% and 64.3%, respectively) and white (77.9% and 92.1%, respectively). Increasing trends were observed from 2009 to 2021 in female faculty teaching undergraduate (from 27.7% to 42.2%) and graduate (from 31.3% to 42.1%) students. Native American, Alaska Native, Native Hawaiian, and Pacific Islander are consistently the most underrepresented racial groups in both undergraduate and graduate students and faculty. This study provides baseline data on the diversity of students and faculty in EHAC-accredited programs, which is important in informing future research and efforts to increase such diversity. Gender and racial disparity in EHS students and faculty needs to be addressed to provide necessary support to women and non-White constituents by institutional change in culture through active recruitment and by stronger collaboration between professional organizations and minority groups.

Racial and Gender Diversity Among Students and Faculty in EHAC-Accredited Environmental Health Sciences Programs: Trend Analysis from 2009 to 2021

Facilitating Discussions of Equity, Diversity, and Inclusion through an Open Conversational Format: Graduate Students’ Perspectives

Impending global crises and US demographic changes require the United States to develop its intellectual capital fully, especially in science and engineering, in order to maintain its global leadership and economic strength. As US population demographic changes continue and make their way through our educational system, they will directly affect thinking and practices regarding science and engineering education in the United States, the future of science and engineering professions, and the need for diversity in the science and engineering workforce. It is essential to measure and understand the demographics of science and engineering students who will be available to the workforce in the near future, and their same-gender and same-race role models and mentors.

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Lynnette D. Madsen

Papers

Representation of Native Americans in US science and engineering faculty