Anti-racist interventions to transform ecology, evolution and conservation biology departments

Learning Mindsets and Well-Being and Ill-Being Among Osteopathic Medical Students

Importance

Given the high rates of burnout and associated negative mental health outcomes (eg, depression, suicidal ideation, substance abuse) among medical students and physicians, it is imperative to identify strategies for supporting the future health workforce, particularly when considering trends indicating a future shortage of physicians. Understanding the associations of medical school students' learning mindsets (eg, growth mindset, purpose and relevance, and sense of belonging) with indicators of well-being (eg, flourishing) and ill-being (eg, burnout) could provide a foundation for future research to consider when attempting to combat the negative mental health trends among medical students and physicians.

Objectives

To understand the associations of medical school students' learning mindsets (ie, their beliefs about themselves as learners and their learning environment) with critical student health outcomes (ie, well-being and ill-being).

Design, Setting, and Participants

This survey study used a nationally representative sample of first-year osteopathic medical school students across the US who responded to a survey of learning mindsets as well as measures of well-being and ill-being in fall 2022. Data were analyzed from January to April 2024.

Main Outcomes and Measures

Learning mindsets were categorized as growth mindset, purpose and relevance, and sense of belonging. Well-being was categorized as flourishing and resilience, and ill-being was categorized as burnout and psychological symptoms. Outcomes were regressed on learning mindset and demographics variables, and interactions of demographic variables and learning mindsets were assessed.

Results

A total of 7839 students were surveyed, and 6622 students (mean [SD] age, 25.05 [3.20]; 3678 [55.5%] women) responded and were included in analyses. The 3 learning mindsets were significantly associated with flourishing (growth mindset: b = 0.34; 95% CI, 0.23 to 0.45; P < .001; purpose and relevance: b = 2.02; 95% CI, 1.83 to 2.20; P < .001; belonging uncertainty: b = -0.98; 95% CI, -1.08 to -0.89; P < .001) and resilience (growth mindset: b = 0.28; 95% CI, 0.17 to 0.40; P < .001; purpose and relevance: b = 1.62; 95% CI, 1.43 to 1.82; P < .001; belonging uncertainty: b = -1.50; 95% CI, -1.60 to -1.40; P < .001) well-being outcomes and burnout (growth mindset: b = -0.09; 95% CI, -0.11 to -0.07; P < .001; purpose and relevance: b = -0.29; 95% CI, -0.32 to -0.25; P < .001; belonging uncertainty: b = 0.28; 95% CI, 0.26 to 0.30; P < .001) and psychological symptoms (growth mindset: b = -0.22; 95% CI, -0.30 to -0.14; P < .001; purpose and relevance: b = -0.51; 95% CI, -0.64 to -0.38; P < .001; belonging uncertainty: b = 1.33; 95% CI, 1.27 to 1.40; P < .001) ill-being outcomes, even when controlling for important demographic characteristics (eg, race and ethnicity, gender identity, age). Furthermore, several significant interactions indicated that these learning mindsets may be particularly salient for students from historically marginalized communities: there was a significant interaction between growth mindset and race and ethnicity (b = 0.58; 95% CI, 0.08 to 1.09, P = .02), such that growth mindset was more strongly associated with flourishing among American Indian or Alaska Native, Black, Latine, or Native Hawaiian students.

Conclusions and Relevance

These findings suggest that identifying strategies for supporting students' learning mindsets may be an effective way to support medical student well-being and reduce ill-being, particularly among students from historically marginalized backgrounds.

Geospatial Analysis of the Proportion of Persons Defined as Underrepresented in Medicine for Each Medical School and Their Surrounding Core-Based Statistical Area

Background

The current approach to increasing diversity in medical education fails to consider local community demographics when determining medical school matriculation.

Purpose

We propose that medical schools better reflect their surrounding community, both because racially/ethnically concordant physicians have been shown to provide better care and to repair the historical and current racist impacts of these institutions that have criminalized, displaced, and excluded local Black and Brown communities.

Methods and Results

In this study, we used geospatial analysis to determine that medical school enrollments generally fail to reflect their surrounding community, represented as their core-based statistical area, within which the individual medical schools reside.

Challenges and directions in analytical paleobiology

Over the last 50 years, access to new data and analytical tools has expanded the study of analytical paleobiology, contributing to innovative analyses of biodiversity dynamics over Earth's history. Despite-or even spurred by-this growing availability of resources, analytical paleobiology faces deep-rooted obstacles that stem from the need for more equitable access to data and best practices to guide analyses of the fossil record. Recent progress has been accelerated by a collective push toward more collaborative, interdisciplinary, and open science, especially by early-career researchers. Here, we survey four challenges facing analytical paleobiology from an early-career perspective: (1) accounting for biases when interpreting the fossil record; (2) integrating fossil and modern biodiversity data; (3) building data science skills; and (4) increasing data accessibility and equity. We discuss recent efforts to address each challenge, highlight persisting barriers, and identify tools that have advanced analytical work. Given the inherent linkages between these challenges, we encourage discourse across disciplines to find common solutions. We also affirm the need for systemic changes that reevaluate how we conduct and share paleobiological research.

Interdisciplinary approaches to advancing anti-racist pedagogies in ecology, evolution, and conservation biology

Racism permeates ecology, evolution, and conservation biology (EECB). Meaningfully advancing equity, inclusion, and belonging requires an interdisciplinary anti-racist pedagogical approach to educate our community in how racism shaped our field. Here, we apply this framework, highlight disparities and interdisciplinary practices across institutions globally, and emphasize that self-reflection is paramount before implementing anti-racist interventions.

Mapping the distribution of health equity research and practice across a university: a network analysis

Introduction

Health equity research spans various disciplines, crossing formal organizational and departmental barriers and forming invisible communities. This study aimed to map the nomination network of scholars at the University of Rochester Medical Center who were active in racial and ethnic health equity research, education, and social/administrative activities, to identify the predictors of peer recognition.

Methods

We conducted a snowball survey of faculty members with experience and/or interest in racial and ethnic health equity, nominating peers with relevant expertise.

Results

Data from a total of 121 individuals (64% doing research on extent and outcomes of racial/ethnic disparities and racism, 48% research on interventions, 55% education, and 50% social/administrative activities) were gathered in six rounds of survey. The overlap between expertise categories was small with coincidence observed between education and social/administrative activities (kappa: 0.27; p < 0.001). Respondents were more likely to nominate someone if both were involved in research (OR: 3.1), if both were involved in education (OR: 1.7), and if both were affiliated with the same department (OR: 3.7). Being involved in health equity research significantly predicted the centrality of an individual in the nomination network, and the most central actors were involved in multiple expertise categories.

Conclusions

Compared with equity researchers, those involved in racial equity social/administrative activities were less likely to be recognized by peers as equity experts.

Race, academic achievement and the issue of inequitable motivational payoff

As racial inequities continue to pervade school systems around the world, further research is necessary to understand the factors undergirding this pressing issue. Here across three studies conducted in the United States (N = 8,293), we provide evidence that race-based differences in student achievement do not stem from a lack of motivation among Black, Latinx and Indigenous (BLI) students, but a lack of equitable motivational payoff. Even when BLI and non-BLI students have the same levels of motivation, BLI students still receive maths grades that are an average of 9% lower than those of their non-BLI peers (95% confidence interval 7 to 11%). This pattern was not explained by differences in students' aptitude, effort or prior achievement but was instead linked to teachers' diminished expectations for their BLI students' academic futures. We conclude by discussing statistical power limitations and the implications of the current findings for how researchers consider the sources of, and solutions for, educational inequity.

Championing inclusive terminology in ecology and evolution

Amid a growing disciplinary commitment to inclusion in ecology and evolutionary biology (EEB), it is critical to consider how the use of scientific language can harm members of our research community. Here, we outline a path for identifying and revising harmful terminology to foster inclusion in EEB.

Redefining American conservation for equitable and inclusive social-environmental management

Efforts to recruit, retain, and include Blacks, Indigenous, and People of Color (BIPOC) in environmental fields often fall short, in part due to limited conceptualizations of conservation and environment. At the core of this is the North American Model for Wildlife Conservation, an important approach to conservation and wildlife management that has influenced conservation globally. This model, however, is based upon a specific subset of worldviews, driven by Western and Eurocentric constructions of wilderness and nature. This model creates a narrow view of human-environment relationships and erases cultures and communities that explicitly view themselves as part of nature. We review the seven tenets of the North American Model for Wildlife Conservation, highlighting their limitations and exclusion of other models of environmental and natural resource management and alternative relationships with nature. In order to support long-term environmental engagement and culturally responsive research, 21st century environmental practitioners should shift our thinking around conservation to center counter narratives of BIPOC communities, scientists, and professionals as part of and meaningfully connected to nature. We argue that relying solely on the historically dominant language and ideologies at the core of the North American Model perpetuates disparities in environmental engagement and limits retention of BIPOC in environmental fields. We further highlight how shifts in understanding conservation and relationships to nature enables us to re-frame our work to support equitable, inclusive, and just conservation science and practice.

The history of natural history and race: Decolonizing human dimensions of ecology

Natural history, loosely defined as the observational study of organisms in the habitats where they occur, is recognized at the roots of ecology. Although the centrality of natural history in ecology has shifted over time, natural history is currently in resurgence: many again consider it to be the foundation of ecological and evolutionary inquiry and advocate the value of organism-centered approaches to address contemporary ecological challenges. Educators identify natural history as the foundational entryway into the practice of ecology, for example in the Ecological Society of America's Four-Dimensional Ecology Education (4DEE) framework. A strong natural history foundation can help generate testable hypotheses to refine mechanistic understanding of the drivers regulating species distributions and abundances and to inform restoration and conservation efforts. Given the resurgence of natural history as the foundation for ecological knowledge and practice, it is important to recognize that natural history has a long history of racism that has impacted ecological thought and priorities. This history shapes not only who conducts ecological science but also foundational ecological concepts. For example, natural history's emphasis on pristine nature untouched by humans disregards or appropriates stewardship and knowledge of most of the world's population. Because of the legacy of chattel slavery, this exclusion is particularly strong for people of African descent. This exclusion narrows ecological inquiry, limits the capacity to find solutions to ecological problems, and risks interventions that perpetuate the relation between eugenics, ecological knowledge, and natural systems. If ecology is to become an inclusive, responsive, and resilient discipline, this knowledge gap must be addressed. We here present the colonial and racist underpinnings of natural history and offer strategies to expand inclusion in the study of nature. Natural history was steeped in racism, providing a hierarchy of cultures and a taxonomy of races. Complementing growing interest in traditional and Indigenous ecological knowledge, we focus on Black ecological knowledge, for example in the study of "maroon ecologies." Addressing the racist history of natural history is necessary for removing structural and racist barriers to diverse participation and expanding ecological knowledge bases in service of better and more just science.

Taking quantitative genomics into the wild

We organized this special issue to highlight new work and review recent advances at the cutting edge of 'wild quantitative genomics'. In this editorial, we will present some history of wild quantitative genetic and genomic studies, before discussing the main themes in the papers published in this special issue and highlighting the future outlook of this dynamic field.

Place-Based Bias in Environmental Scholarship Derived from Social-Ecological Landscapes of Fear

Historical perspectives (e.g., moments of social, political, and economic significance) are increasingly relevant for developing insights into landscape change and ecosystem degradation. However, the question of how to incorporate historical events into ecological inquiry is still under development, owing to the evolving paradigm of transdisciplinary thinking between natural science and the humanities. In the present article, we call for the inclusion of negative human histories (e.g., evictions of communities and environmental injustices) as important factors that drive landscape change and shape research questions relevant to environmental conservation. We outline the detrimental effects of conservationists not addressing negative human histories by likening this social phenomenon to the ecological concept of landscapes of fear, which describes how not acknowledging these histories produces a landscape that constrains where and how research is conducted by scientists. Finally, we provide three positive recommendations for scholars or practitioners to address the manifestation of historic place-based bias in ecological research. What we call the social-ecological landscapes of fear provides a conceptual framework for more inclusive practices in ecology to increase the success of environmental and conservation goals.

Student trainee and paid internship programs have positive results but do little to influence long-term employee diversity in the USDA forest service

Women and Black, Indigenous, and People of Color (BIPOC) employees are underrepresented in science and natural resource management institutions. Student and recent graduate trainee and internship programs have been used to try to address this in United States federal agencies over the last few decades. Our study evaluates how effective such programs are at improving U.S. federal workforce diversity. We used a comprehensive employee dataset from the United States Department of Agriculture (USDA) Forest Service-which has the largest natural resource management workforce in the country-to analyze the demographic characteristics and career paths of paid interns from 1996-2017. We found that a majority of employees who started as interns later converted to permanent employment with the USDA Forest Service. In addition, Black and Hispanic interns were, respectively, 5 and 3 times more likely than White interns to work for the agency in permanent positions after their internships. However, people who started as interns had significantly shorter USDA Forest Service careers than those who started in permanent positions. White women entering directly into permanent positions typically advanced to higher pay grades through promotion faster than White women who entered as interns. Finally, male BIPOC interns involuntarily separated (i.e., were fired) at significantly higher rates than all other employees. Our study suggests that while internship employment programs can be an effective tool for hiring a diverse workforce, they are not sufficient to close the overall workforce diversity gap. In addition, only a small percentage of new hires every year are interns. To achieve a level of representation that mirrors the civilian labor force, our study suggests that internship programs need to focus on long-term employee retention and be of significantly larger scale.

Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education

For some time, scholars who are guided by critical theories and perspectives have called out how white supremacist ideologies and systemic racism work to (re)produce societal inequities and educational injustices across science learning contexts in the United States. Given the sociopolitical nature of society, schooling, and science education, it is important to address the racist and settled history of scientific disciplines and science education. To this end, we take an antiracist stance on science teaching and learning and seek to disrupt forms of systemic racism in science classrooms. Since teachers do much of the daily work of transforming science education for minoritized learners, we advocate for preparing teachers who understand what it means to engage in antiracist, justice-oriented science teaching. In this article, we share our framework for supporting preservice teachers in understanding, developing, and implementing antiracist teaching dispositions and instructional practices. In alignment with other researchers in teacher education who emphasize the importance of anchoring teacher education practice and research in prominent educational theory, we highlight the theories undergirding our approach to antiracist science teaching. We offer considerations for how researchers and science teacher educators can use this framework to transform science teacher education.

Immersive In‐Person Field Courses during the Pandemic: Minimizing Risk while Maximizing Efficacy

Field courses can provide formative experiences that also reduce disparities in STEM education. Impacts of the ongoing COVID‐19 pandemic on‐field programs have been particularly severe, as many institutions shifted to online instruction. Some courses retained in‐person field experiences during the pandemic, and achieved high student learning outcomes. Here, I describe an approach to mitigating risk of COVID‐19 and other hazards during expedition‐based field courses, and student learning outcomes achieved using that approach. I applied comprehensive risk management to in‐person field expeditions that treated COVID‐19 as a hazard, requiring mitigation to maintain an acceptable low level of risk. Prior to broad availability of COVID‐19 vaccines, we applied a coronavirus‐free “bubble” strategy in which all participants passed a COVID‐19 PCR test immediately before departure and then avoided contact with people outside our bubble. In the future, vaccination can reduce risk further. We implemented additional safety factors to reduce risk of incidents that could require evacuation into medical facilities overloaded with COVID‐19 patients. The courses were successful: we had no infections or other serious incidents and student learning outcomes were transformative. The approach provides a model for conducting immersive field courses during the pandemic and beyond. Several field course networks are implementing similar approaches to restore valuable field education opportunities that have declined during the pandemic.

The Core Concepts, Competencies and Grand Challenges of Comparative Vertebrate Anatomy and Morphology

Core concepts offer coherence to the discourse of a scientific discipline and facilitate teaching by identifying large unifying themes that can be tailored to the level of the class and expertise of the instructor. This approach to teaching has been shown to encourage deeper learning that can be integrated across subdisciplines of biology and has been adopted by several other biology subdisciplines. However, Comparative Vertebrate Anatomy, although one of the oldest biological areas of study, has not had its core concepts identified. Here, we present five core concepts and seven competencies (skills) for Comparative Vertebrate Anatomy that came out of an iterative process of engagement with the broader community of vertebrate morphologists over a 3-year period. The core concepts are (A) evolution, (B) structure and function, (C) morphological development, (D) integration, and (E) human anatomy is the result of vertebrate evolution. The core competencies students should gain from the study of comparative vertebrate anatomy are (F) tree thinking, (G) observation, (H) dissection of specimens, (I) depiction of anatomy, (J) appreciation of the importance of natural history collections, (K) science communication, and (L) data integration. We offer a succinct description of each core concept and competency, examples of learning outcomes that could be used to assess teaching effectiveness, and examples of relevant resources for both instructors and students. Additionally, we pose a grand challenge to the community, arguing that the field of Comparative Vertebrate Anatomy needs to acknowledge racism, androcentrism, homophobia, genocide, slavery, and other influences in its history and address their lingering effects in order to move forward as a thriving discipline that is inclusive of all students and scientists and continues to generate unbiased knowledge for the betterment of humanity. Despite the rigorous process used to compile these core concepts and competencies, we anticipate that they will serve as a framework for an ongoing conversation that ensures Comparative Vertebrate Anatomy remains a relevant field in discovery, innovation, and training of future generations of scientists.

Diverse perspectives from diverse scholars are vital for theoretical biology

Science is based on studying some aspects of the world while holding others constant. The assumptions of what can and cannot be ignored implicitly shape our understanding of the world around us. This truth is particularly evident when studying biology through mathematical models, where one must explicitly state assumptions during the process of model building. Although we often recognize that all models are “wrong” in their assumptions, we often overlook the corollary that developing multiple models that are wrong in different ways can help us triangulate truth in our understanding. Theoretical biologists build models in the image of how they envision the world, an image that is shaped by their scientific identity, experiences, and perspectives. A lack of diversity in any of these axes handicaps our ability to understand biological systems through theory. However, we can overcome this by collectively recognizing our own assumptions, by understanding how perspective shapes the development of theory, and — most importantly — by increasing the diversity of theoretical biologists (in terms of identity, experiences, and perspectives). Combined, this will lead to developing theory that provides a richer understanding of the biological world.

Mapping Inequity: The Campus Foodscape as Pedagogy and Practice

Universities and colleges are fertile foodscapes for action-based education. They are physical and socio-cultural sites where pressing food systems problems play out at micro to macro scales. Structural inequities based on race, class, gender and gender identity, sexual orientation, dis/ability, and other forms of marginalization affect both access to food and to agri-food learning opportunities. In this article, we propose that students can learn through their everyday experiences of engaging with their physical and socio-cultural environment, namely the campus food system, by conducting foodscape mapping. Since 2015, the University of California Berkeley Food Institute has supported the Foodscape Mapping Project, in which students, staff, and faculty generate food systems knowledge while developing practical interventions to advance justice, equity, diversity, and inclusion (JEDI). We investigate how campus foodscape mapping might generate substantive learning about JEDI in food systems education; the kinds of learning that take place through foodscape mapping; and the educational practices and institutional structures that can support learning through foodscape mapping. We identify at least eight forms and processes of expansive learning that emerged through mapping work, using students' own insights into what they were learning. Finally, we reflect on our learning experiences in running the project, and develop broader design elements that other campuses can apply.

Overcoming racism in the twin spheres of conservation science and practice

It is time to acknowledge and overcome conservation's deep-seated systemic racism, which has historically marginalized Black, Indigenous and people of colour (BIPOC) communities and continues to do so. We describe how the mutually reinforcing ‘twin spheres’ of conservation science and conservation practice perpetuate this systemic racism. We trace how institutional structures in conservation science (e.g. degree programmes, support and advancement opportunities, course syllabuses) can systematically produce conservation graduates with partial and problematic conceptions of conservation's history and contemporary purposes. Many of these graduates go on to work in conservation practice, reproducing conservation's colonial history by contributing to programmes based on outmoded conservation models that disproportionately harm rural BIPOC communities and further restrict access and inclusion for BIPOC conservationists. We provide practical, actionable proposals for breaking vicious cycles of racism in the system of conservation we have with virtuous cycles of inclusion, equality, equity and participation in the system of conservation we want.