Surviving as an underrepresented minority scientist in a majority environment

PROJECT DiViNe: DIVERSE VOICES IN NEUROSCIENCE: Profiles of Rita Levi-Montalcini, Ricardo Miledi, Simon LeVay, Erich Jarvis, and Steve Ramirez

In this paper we share the first five of what we hope will be many profiles of neuroscientists from historically underrepresented or marginalized groups. This initial collection of profiles, meant to stake out the general territory for future offerings, takes as its subjects a fairly broad range of individuals from Nobel laureates to early career scientists and educators. The goal of this project is to facilitate the dissemination of materials neuroscience educators can use to highlight the scientific contributions and personal stories of scientists from historically marginalized groups, and has been developed more extensively in the Editorial that accompanies this collection (Frenzel and Harrington, 2021). We believe that by sharing these stories, and highlighting the diversity of those who have and will continue to contribute to the field of neuroscience, we can help to foster a more inclusive discipline for our undergraduate students. Each of these profiles is a testament to the respect these contributors hold for their subjects. We hope that others might see this new feature as an opportunity to share the admiration they have for those who have impacted them as colleagues, mentors, and role models.

Illuminating systematic differences in no job offers for STEM doctoral recipients

This study examines differences across demographic subgroups in the phenomenon of recent doctoral recipients seeking work but having no job offers for employment. Gender and race/ethnicity have been identified as two characteristics with considerable issues of representation in a number of science and engineering fields, particularly at the doctoral level. Using the NSF Survey of Earned Doctorates dataset, which includes over 298,000 respondents in the biological sciences, engineering, and physical sciences since 1977, we use logistic regression modelling to examine the likelihood of doctoral recipients having no offers at the time of graduation as a function of race, gender, family and funding variables. We find that across the fields of biology, engineering, and physical sciences, women and underrepresented minorities have a higher prevalence of having no job offers, but this relationship has notable interaction effects for family variables and doctoral program funding mechanism. Importantly, marital status accounts for differences in job offers between genders that deserves further exploration.

The Supervisory Role of Life Science Research Faculty: The Missing Link to Diversifying the Academic Workforce?

In addition to developing innovative research programs, life science research faculty at research-intensive institutions are tasked with providing career mentoring and scientific training to new generations of scientists, including postgraduate, graduate, and undergraduate students. In this essay, we argue for a redefinition of mentoring in laboratory research, to thoroughly distinguish three essential roles played by research faculty relative to their trainees: advisor, educator, and supervisor. In particular, we pay attention to the often unacknowledged and misunderstood role of a faculty member as a supervisor and discuss the impact of neglecting supervisory best practices on trainees, on the diversity of the academic pipeline, and on the research enterprise. We also provide actionable frameworks for research mentors who wish to use inclusive supervisory and pedagogical practices in their laboratory. Finally, we call for more research around the supervisory role of research faculty and its impact on trainees, particularly community college students, in order to help broaden the participation of underrepresented students in STEM fields.

Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US

Faculty diversity is a longstanding challenge in the US. However, we lack a quantitative and systemic understanding of how the career transitions into assistant professor positions of PhD scientists from underrepresented minority (URM) and well-represented (WR) racial/ethnic backgrounds compare. Between 1980 and 2013, the number of PhD graduates from URM backgrounds increased by a factor of 9.3, compared with a 2.6-fold increase in the number of PhD graduates from WR groups. However, the number of scientists from URM backgrounds hired as assistant professors in medical school basic science departments was not related to the number of potential candidates (R²=0.12, p>0.07), whereas there was a strong correlation between these two numbers for scientists from WR backgrounds (R²=0.48, p<0.0001). We built and validated a conceptual system dynamics model based on these data that explained 79% of the variance in the hiring of assistant professors and posited no hiring discrimination. Simulations show that, given current transition rates of scientists from URM backgrounds to faculty positions, faculty diversity would not increase significantly through the year 2080 even in the context of an exponential growth in the population of PhD graduates from URM backgrounds, or significant increases in the number of faculty positions. Instead, the simulations showed that diversity increased as more postdoctoral candidates from URM backgrounds transitioned onto the market and were hired.

DOI:http://dx.doi.org/10.7554/eLife.21393.001