EDITOR’S NOTE
THE MEMBER MAGAZINE OF THE AMERICAN SOCIETY FOR BIOCHEMISTRY AND MOLECULAR BIOLOGY Talking inclusion
OFFICERS COUNCIL MEMBERS Steven McKnight Squire J. Booker and diversity President Karen G. Fleming Gregory Gatto Jr. Natalie Ahn Rachel Green President-Elect Susan Marqusee oet and activist Audre Lorde aged diverse voices and experiences? Jared Rutter Karen Allen said, “In our work and in our From their perches, were women and Secretary Brenda Schulman Michael Summers living, we must recognize that underrepresented minorities given Toni Antalis P di erence is a reason for celebration seats at most tables? How did hav- Treasurer ASBMB TODAY EDITORIAL ADVISORY BOARD and growth.” She also said, “It is not ing people of color, women, LBGT EX-OFFICIO MEMBERS Charles Brenner our di erences that divide us. It is and di erently-abled individuals at Squire Booker Chair our inability to recognize, accept and the bench or in the classroom enrich Wei Yang Michael Bradley celebrate those di erences.” scienti c perspectives? Boy, they Co-chairs, 2016 Annual Floyd “Ski” Chilton Meeting Program Cristy Gelling Lorde, who was black, a lesbian, had a lot to say. We’ve printed their Committee Peter J. Kennelly and brie y an academic, came of age responses in a special section in this Peter J. Kennelly Rajini Rao half a century ago, long before o ces issue. Yolanda Sanchez Chair, Education and for diversity and inclusion at academic ey told us many things. Among Professional Development Shiladitya Sengupta Committee Carol Shoulders institutions were commonplace. Her them, that although scientists say Daniel Raben words still ring with currency. they want full equality, they don’t do Chair, Meetings Committee ASBMB TODAY We’ve come to learn that Lorde was what’s necessary to achieve it. at the Angela Hopp Takita Felder Sumter Executive Editor, right. Di erence engenders growth in push to stabilize funding for investiga- Chair, Minority A airs [email protected] Committee our work. When we recognize, accept tors near retirement and for well- Lauren Dockett and celebrate di erences in our labs, established groups likely comes at the omas Baldwin Managing Editor, Chair, Outreach Committee [email protected] classrooms and workplaces, we do expense of the diverse junior and mid- Wes Sundquist Rajendrani Mukhopadhyay better. Diverse teams are demonstra- career investigators. And that institu- Chair, Public A airs Chief Science Correspondent, bly better at identifying solutions, tions can recruit colleagues from all Advisory Committee [email protected] Valery Masterson diversifying research foci and keep- walks of life but it won’t make a bit of Blake Hill ing in check biases that can undercut di erence if they don’t also retain and Chair, Publications Designer, Committee [email protected] progress on projects. support that talent. Ciarán Finn F. Peter Guengerich Web Editor, Just as they did in the 1960s and We see these responses as the rst Interim editor-in-chief, JBC c [email protected] ’70s, students nationwide again are part of an ongoing discussion about Herbert Tabor Allison Frick organizing and demonstrating — diversity and inclusion matters in Co-editor, JBC Media Specialist, [email protected] demanding that faculty and adminis- BMB. is rst part is about where A. L. Burlingame trators do and be better on issues of the eld currently is in regard to these Editor, MCP Barbara Gordon Executive Director, diversity and inclusion. In December, issues and how people honestly are Edward A. Dennis [email protected] William L. Smith researchers evaluated 30 years of feeling about it. Later, we’ll ask our Co-editors, JLR National Institutes of Health grants members and readers another set of and determined that white scientists’ questions. How can the eld improve? grant applications continue to get What are the real, concrete steps? For information on advertising, contact Pharmaceutical funded at higher rates than minority Where are the promising develop- Media Inc. at 212-904-0374 or [email protected]. scientists’. Head over to Twitter, and ments? you will quickly see that historically If you teach, do any hiring, evaluate marginalized students and researchers grants, nominate people for awards, continue to contend with othering on plan meeting symposia, select speak- www.asbmb.org/asbmbtoday a daily basis. ers, invite review authors and in u- PRINT ISSN 2372-0409 Last month, we asked our readers ence institutional culture, we hope Articles published in ASBMB Today re ect solely the authors’ views and not the o cial positions of to weigh in on the current state of you’ll consider participating in this the American Society for Biochemistry and Molecular Biology or the institutions with which the authors diversity and inclusion in biochemis- conversation or at least tuning in to are a liated. Mentions of products or services are try and molecular biology. Did they hear what your colleagues have to say. not endorsements. think that BMB embraced or discour- Lauren Dockett and Angela Hopp ©2015 ASBMB
2 ASBMB TODAY FEBRUARY 2016 PRESIDENT’S MESSAGE Diversity rules By Steven McKnight
ver the past several decades, I have worked with my colleagues e historical image of a successful academic scientist is a O in the biochemistry department white male wearing a bow tie and tweed jacket adorned at the University of Texas South- western Medical Center at Dallas to with leather elbow patches. build what has evolved into a unique scienti c environment. From the start, covered elsewhere at our institution — with faculty of this description is we collectively decided that what can approach just about any problem as likely to dominate science in the we needed was diversity of scienti c in biomedical research. future as a football team that hits the capability. With respect to competitiveness, eld with 11 quarterbacks. Our objective was to build a of course, diversity is not limited to I’ll close with a few words about department that could use almost the variety of scienti c disciplines. We Kosaku Uyeda, the sage of our bio- any tool necessary to probe biologi- need scientists ranging in age from our chemistry department. Ko was trained cal systems. We recognized the need young summer interns to the oldest as a biochemist at the University of for expertise in structural biology, member of our faculty, Kosaku Uyeda, Oregon and at the University of Cali- synthetic chemistry, natural products about whom I’ll have more to say fornia, Berkeley, in the late 1950s and chemistry, high-throughput screening below. We need both women and men early 1960s. roughout his career, he and its associated robotics and infor- as critical contributors, and we need has made textbook discoveries telling matics, hardcore biochemistry, small ethnic diversity. us how cells regulate their physiology animal pharmacology, and the use of Longer term, what we have been as a function of access, or lack thereof, model organisms for the study of new trying to build will not last with- to glucose. Ko knows more about and complex problems in biology. out representational diversity. Hard intermediary metabolism than the rest We did not need capabilities in the problems are far better approached by of the entire UTSWMC campus in eld of molecular biology: ose were teams blessed with diversity. When I aggregate. already represented in spades across say hard problems, I refer to chal- Research in fundamental metabo- the UTSWMC campus. For the same lenges that are not guided by any lism went to bed for 30 years. Now reason, we did not need expertise in instructional formula or map. e that the gold rush of molecular biol- genetics, genomics or clinical research. collective knowledge of a team, if ogy and genomics is coming to an What we needed to build a bona homogeneous, is little better than that end, if we want to do anything more de department of biochemistry were of a single member of the team. than mindless data gathering, we are diverse capabilities not, at that time, e historical image of a success- challenged to return to thinking about represented at our school. ful academic scientist is a white male problems that require acumen beyond I emphasize here the importance wearing a bow tie and tweed jacket the four letters of the genetic code. of diversity in research. I liken the adorned with leather elbow patches. Seeing the very youngest of our di erent strengths in our biochemis- is person is awash with grant funds, trainees rub shoulders and gain sagac- try department to those of a football runs a large, self-contained laboratory ity from our oldest faculty member team. A team that has big, strong and travels the world giving lectures gives me a huge boost of con dence o ensive and defensive linemen, eet and winning awards. Historically, that what we are building may persist. receivers and defensive backs, good promotion committees have wanted to Diversity rules! punters and eld goal kickers, and see this image before granting tenure a good quarterback will beat a team to a faculty member. Whereas this Steven McKnight (steven. elding 11 star quarterbacks hands image of academic science may persist [email protected]) down. By having chemists, biophysi- to some degree, it is thankfully on is president of the American Society for Biochemistry and cists, biologists, pharmacologists and the way out. If not, the enterprise of Molecular Biology and chairman biochemists, our department — with biomedical research in America would of the biochemistry department at the University the help of disciplinary capabilities wither and die. Any department lled of Texas-Southwestern Medical Center at Dallas.
FEBRUARY 2016 ASBMB TODAY 3 A SPECIAL SECTION
Q&A WITH NIH’S 15 HANNAH VALANTINE
QUESTIONING THE IMPACT 20 OF ROLE MODELS 22 OPENING MY MIND
YOUR VOICES 24
WHERE DO WE GO FROM 32 HERE? 34 RESEARCH SPOTLIGHT
14 ASBMB TODAY FEBRUARY 2016 Bringing scientific rigor to issues of diversity By Rajendrani Mukhopadhyay
n 2014, Hannah Valantine issues of diversity and mentoring with became the rst chief o cer for Valantine. e interview has been I scienti c workforce diversity at edited for length and clarity. the National Institutes of Health. Her charge is to diversify the biomedical What do you think research workforce “by developing a vision and comprehensive strategy diversity means? to expand recruitment and reten- Diversity means bringing together tion and promote inclusiveness and a broad spectrum of perspectives and equity throughout the biomedical experiences to solve complex prob- research enterprise,” according to the lems. Race, gender, disability, sexual NIH press release that announced her orientation, sex-gender identity — all appointment in January 2014. bring to the table di erent perspec- Before she arrived at the NIH, tives. It means bringing together that Valantine, a cardiologist by training, broad range of perspectives that will worked at Stanford University. Her help us to do better science. research focused on the mechanisms that play out in acute and chronic Are there examples you transplant failure and in transplant can point to from your coronary artery disease. She also served as a dean for diversity and own career where you leadership. benefited from diversity? Valantine’s education occurred I’ve always worked in an inter- mostly in the U.K. She was born in disciplinary space — to understand Gambia, but when she was 13, her the complexities that occur in the family moved to London, where her management of patients after organ father was appointed as the Gambian transplantation. at means bringing ambassador. After completing high together a whole range of experts to school, Valantine studied biochemis- get the optimal care to the patient. try at London University and attended You have cardiac surgeons, cardi- St. George’s Hospital Medical School. ologists, sociologists, psychologists, She completed her postgraduate work psychiatrists, nurses, students, basic in the eld of cardiology and then scientists, immunologists, infectious moved to the U.S. to train as a fellow diseases specialists (and) endocrinol- in the eld of cardiac transplants. ogy specialists. When you get those Rajendrani Mukhopadhyay, the di erent experts together, you begin chief science correspondent for the to give optimal care to the patient. In American Society for Biochemistry and Molecular Biology, discussed CONTINUED ON PAGE 16
FEBRUARY 2016 ASBMB TODAY 15 NATIONAL INSTITUTES OF HEALTH Hannah Valantine
CONTINUED FROM PAGE 15 working with teams like this, I came strategies actually work, how they to understand rsthand what diversity work, and how can we disseminate in a team means (and) how it could them more rapidly and scale them up. result in better care for patients and In an article that I co-authored better research. with (NIH Director Francis) Collins If you switch back to the area of in (the Proceedings of the National diversity, one of the things that I Academy of Sciences), we put together rmly believe is that we have not, to four areas that pose as challenges. date, applied the scienti c rigor that If (these challenges) are solved, we is required to the very complex eld believe we will be able to enhance the of workforce diversity. If we start diversity of the scienti c workforce thinking about the science of diversity much more rapidly than we have and putting together interdisciplin- previously done. ary teams, we have to gure out what (One area) is creating seamless
16 ASBMB TODAY FEBRUARY 2016 transitions across the di erent stages what the cultures are and the support of a career path. We know that we lose needed to create exibility. We came people at every stage. Even when we up with a time-banking program. have a robust pipeline, because of this We discovered that the culture often attrition, we are at risk of taking a very pushes one to do work that is not long time to diversify the workforce. recognized. We call it stealth work. If we can have mechanisms that help You don’t get any additional recogni- people to transition from one stage to tion for serving on search committees, the other, then we’re likely to get the promotion committees, certain kinds results that we want. One particular of mentoring. Yet you are expected transition point is that transition from to do it. What if when you stepped the training phase to the independent up to do those service kinds of work career phase. at is almost like a val- that are supportive of your institution, ley of death. We lose a lot of people, you could earn credits and then cash in particular women. at area needs in those credits for things that buy a lot more resources and work. A lot back some of your time? For example, of my work is going to be focusing if you served on a search committee, particularly on that area. we’ll give you X number of credits. You could trade those in for support What do you think at home — housework, meals deliv- ered to your home — or you could is the influence chose to cash those in for help in your of culture in science? work. You could cash it in for support e culture of the individual scien- to help you with manuscript writing, grant writing — many things like that tist is very important. It gives you the would help buy back your time. We perspective of who you are, what your found that to be very e ective. values are and what you bring to the I say all this because these things table. en we have the culture of the address culture. What we discovered institution. Academic institutions, for was that people were not taking example, have a very de ned culture. career exibility policies. ey were Sometimes those cultural norms get concerned they might be viewed as in the way of diversity. e workplace not serious about their careers. ere in an academic institution is very needs (to be) a deep and systemic focused, 24/7. at’s the ideal work cultural change. culture. Well, that was all invented when there was a di erent family culture and structure where the man How do you intend to track went out to work and the woman success of your programs stayed at home. But now you have dual careers. It’s the norm. But those at the NIH? academic cultures have not adjusted. We’re working in four areas. We perpetuate this ideal worker, One is seamless transitions. One is which is at odds with the individual social-psychological factors. One is worker. It creates tensions and con- the science of diversity. e fourth is tributes to attrition. creating a national strategy. We have When I was at Stanford, we came metrics all along the way. For example, up with a program, which we called in the social-psychological area, have academic biomedical career custom- we changed the level of bias? Do we ization, to address the culture. It gets change the level of behaviors associ- people to think about what kinds of ated with the biases? Are we seeing a exibility they need over the course of greater diversity in our applicant pools their careers. at was one part of it. for positions? e other part of it recognizes CONTINUED ON PAGE 18
FEBRUARY 2016 ASBMB TODAY 17 CONTINUED FROM PAGE 17 Mentoring means di erent things to di erent people. I would say (to We are viewing the (NIH Intramu- the mentors that) the time has come ral Research Program) of the 3,000 or for you to do it again with the same so scientists as a wonderful place to scienti c rigor as we do everything test new approaches. else. We need to test, gure out what works and in what context, and come How have other up with models of e ective mentoring. funding agencies We have to determine whether men- tor training is needed, how it should responded to your work? be delivered, who should be trained Very positive. ere is a mandate and, most importantly, how it can be from the White House for interagency evaluated. collaboration around this work of Some of this work is already going diversity. ere are a number of com- on through the National Research mittees, but one of them is addressing Mentoring Network, the NRMN. the issue of diversity in the STEM is is one of the large programs workforce. that the NIH launched last year. e In that working group, 13 agen- NRMN comes from the idea that a cies are represented. I, together with a lot of the students that we want to representative from (the National Sci- recruit and train do not have adequate ence Foundation), co-chair that group. mentoring. Perhaps we can have We are asking questions like “What a national system that could link are gaps across the agencies in terms mentees (students and trainees) with of diversity?” and “What can be done mentors across the country and have to ll these gaps?” at resonates very mentoring take place almost electroni- much with me, because an additional cally. e whole system is being set question that I’m pushing the group up, and we are recruiting vigorously to to address is “How can we link across match mentor and mentee and also to the paths?” Way down at the begin- train mentors. ning, where you have the education department, what is math capability Can you point to times over preparation looking like? And how can the course of your career it be done better? How are those kids who are going through those programs when you felt the effects of being tracked so that, when they come a lack of diversity? into the domain of the NSF, how are Growing up in Gambia until I was we seeing those investments play out? 13 and moving to England in the en further along, when the domain 1960s at the height of racism – it was (becomes that of the) NIH, how do quite shocking to me to have to make you link (up)? that shift in culture. Being the only One of the areas that is coming black kid in the school, as opposed up and resonating across agencies is to being part of a majority, was very campus climates. How can we create challenging. It is a time in your life, campus climates of inclusion that give age 13, when you least want to be a sense of belonging? You are more di erent. You want to be the same as likely to recruit and retain people into everybody. It was very di cult for me the STEM careers. to nd my feet, to know where my place was, to the extent that by the What would you say end of high school, I wasn’t even sure that I wanted to go into university. LINDA A. CICERO / STANFORD NEWS SERVICE to people who are in the Valantine addressing the Stanford University Faculty Senate when she I took a year o . In that year, I was a dean for diversity. position of mentoring? found that I really did want to do sci-
18 ASBMB TODAY FEBRUARY 2016 ence. I started to work in a microbiol- ogy lab and then went back to a bio- chemistry undergraduate (program). I had great support and didn’t look back thereafter. You took a year off to work in a microbiology lab? Eighteen-year-olds normally don’t gravitate to that! Yes! I worked for the Metal Box company in a microbiology lab. Metal NATIONAL INSTITUTES OF HEALTH Box sold cans to the customers who Valantine oversees scientific workforce diversity at the National Institutes of Health, the largest biomedical make food. e customers lled food research agency in the world. into the can and then put the top on. I believe, as a trainee is to get yourself But occasionally a leak occurred and into that network. at often means bacteria grew. ey would send (the nding mentors who, by de nition, cans) back to culture the bacteria and will not look like you. Does that mean test the cans. It was very exciting for they are not going to help you? No, me to take this food, plate it on agar often they do. dishes and, a few days later, see growth Some of my best mentors and sup- of microorganisms. I was very excited porters looked nothing like me. ey to see in action what had been taught were committed. ey did more than in the classroom. at was my rst mentoring. ey did sponsorship. inkling of how science means some- What that means is that when there thing in the real world. was a job that I was interested in, they But in going through medical didn’t just write a letter; they picked school and then residency in London, up their phone to their buddies and there was no diversity at all. Very few said, “You have to take this person women were at the level of what you because she’s the best.” call attending here, but we call them e other thing (your sponsors) consultants there. All white male. I do is that, when you start doubting had to have supporters and mentors yourself, they don’t allow you to doubt who were very di erent from me. yourself. You go to them and say, “I’m ey had to be, by de nition. thinking about a family, and I don’t When I went into cardiology in think …” ey won’t necessarily say, London, there were two women who “Here’s the lighter path.” If they are were consultant cardiologists. Imagine true sponsors, they’ll say, “Well, I that. But it didn’t matter. What that understand the di culties, but I know taught me is that even though you you can still do it. You’ve got it in you. bene t greatly from role models and Go for it.” seeing others like yourself — it gives e best sponsors are people who you a sense of resilience and the belief are able to see what your potential is that you too can make it — I do think and don’t allow you to doubt yourself. we ought to be very clear with trainees at’s what we need more of. that mentors do not have to necessar- Rajendrani Mukhopadhyay ily be like you. ([email protected]) is Quite honestly, we are still in a the chief science correspondent state where the higher echelon is occu- for ASBMB. Follow her on Twitter at twitter.com/rajmukhop. pied by certain groups. e key thing,
FEBRUARY 2016 ASBMB TODAY 19 Questioning the impact of role models By Takita Felder Sumter
everal years ago, I worked with female scientists would convince girls tion and interest in STEM. A listener a colleague on an approach to that science research is a feasible career who’s already on the STEM track S teaching general chemistry that option. Reports by Diane Halpern likely would receive the idea that the used medicinal models to illustrate at the Keck Graduate Institute and sciences want more ethnic and gender common concepts. is approach colleagues suggest that teachers diversity as an indication that the worked well for students because now regularly expose their students elds welcome all who have the inter- it made the material relevant and to positive role models in science, est and curiosity to excel. A listener allowed us to reference neuroscience, technology, engineering and math undecided about a STEM track, chemistry and biology. e main through case studies, biographies and on the other hand, could receive an issue I encountered with the approach classroom visits (2). Having visible unintentioned message that the target was a lack of resources for teaching role models from a variety of ethnic, groups should expect a unique set of coupled with my own limited ability racial and socioeconomic backgrounds obstacles. is certainly could provide to describe certain phenomena – like sends the message that STEM elds another explanation for why female drug-receptor interactions – in lay are composed of all kinds of people. role models demotivated the young terms. To help, a trusted mentor ese e orts are designed to address middle school girls in the University recommended the book “Molecules gendered and ethnic norms (although of Michigan study. of Emotion” by neuroscientist and some suggest that the ethnicity of the Mary Murphy at Indiana Univer- pharmacologist Candace Pert and role model may not matter). It turns sity has additional data suggesting that cited its scienti c accuracy and use of out that these approaches may work the perception they will be outnum- analogies (1). best for those who are already on the bered by men can lower women’s e mentor was right about the path to a STEM career. motivation to enter and participate in book. It proved a useful teaching aid. Similar e orts with younger groups male-dominated science settings (4). But it turned out to be much more may not have the same impact. Denise With all of the active e orts to than that. Pert discovered the opioid Sekaquaptewa’s group at the Univer- highlight the signi cance of scientists receptor in 1973, which ultimately led sity of Michigan posits that female as both role models and key contribu- to her principal investigator’s receipt role models also can deter a young tors to discovery, the best means of of the Albert Laskar Award in 1978. girl’s interest in pursuing a science or successfully attracting and retaining From Pert’s point of view, her gender math career (3). eir work suggests women and minorities in STEM and student status kept her from being that, because the role models were careers remains unclear. e National cited or recognized for her experimen- viewed as having violated gender Student Clearinghouse reports that tal contributions. e book goes on to stereotypes, middle-school students in only 12 percent of the 2014 bach- describe Pert’s successful career both the study became both less interested elor’s degree recipients were women in neuropharmacology and in the sci- and less con dent in their STEM majoring in experimental science or ence of psychosomatic medicine while abilities. I imagine that these same engineering (that is compared with 26 painting a balanced picture of the principles would apply to underrep- percent for men). gender biases encountered along the resented minority role models. ere Stereotypes about science and way. is great read now has become is often a perception that one must scientists strongly in uence our plans a notable addition to my library and a change one’s outward behavior, or and pro les. Anecdotally, most pre- source of inspiration. shift, to navigate cultures where one is and early teens, including women and One would think that — unlike in the minority. underrepresented minorities with an 40 years ago, when Pert was a young ere is also a message implicit in acumen for science and math, seem scientist — the presence of successful our attempts to broaden participa- more likely to identify engineering or
20 ASBMB TODAY FEBRUARY 2016 medicine than physics, chemistry or biology as career tracks. It’s possible that this is at least partially the result of not knowing anyone who has pur- sued those career paths. To that end, it may be more important to have scien- tists engage in community mentoring than one-hour career day events. Women and underrepresented minorities are also more likely than their peers to pursue careers outside of research or academic science. It’s possible that our examples of struggle in uence those decisions. On another note, Laura Ramsey at Bridgewater State University has con- ducted research that suggests that both students and faculty view science as noncollaborative (5). Certainly, when I was a graduate student and postdoc- toral fellow, I remember a number of women faculty who were referred to as having been “hardened by science.” eir stellar work and international reputations somehow counted against learning, along with national calls to mentoring programs have been them. improve STEM performance, will designed. Scientists must stay abreast Finally, there is a need to consider inspire a greater number of students of this literature and educate their stu- the extent to which people’s com- from all backgrounds to pursue dents and colleagues about the various mitment to social justice, stereotypes STEM degrees. In the meantime, the challenges and potential interventions and other factors drive their career scienti c community should continue available. decisions (6). It could be that some to be intentional in its endeavors to 3) Advocate for shifts in institu- view science as incompatible with accomplish the following: tional paradigms. For a long time, their personal priorities, while others 1) Diversify scientists at all levels, science has been perceived as an indi- view science as career that completely particularly among academic and vidualistic and competitive pursuit. supports those priorities. Because government leaders. ere are a is may be a deterrent to those who these priorities will change over time, number of programs that train faculty value collaboration and communal it would interesting to resurvey the to lead academic agencies. However, lifestyles. young girls from the University of the number of women and under- We all have been inspired to pursue Michigan study at intervals of ve, 10, respresented minority scientists in science and may genuinely believe and 15 years. leadership positions remains very low. that role models in uence all aspiring We all have an innate desire to 2) Increase our understanding of professionals regardless of their goals inspire and to serve as role models. the best practices for training our or backgrounds. Let’s re ect on that It provides an excellent foundation workforce, with a speci c emphasis and remind others around us of our for us to be inclusive in all that we on those that have been underrep- enthusiasm for the great work that we do. I also believe that innovations in resented in STEM elds. Formal, do. Be it science policy, research or the K – 12 models for teaching and scienti c assessment models of many teaching, our contagious enthusiasm for inquiry — past, present and future REFERENCES — can help drive us, and others, to 1. Pert, Candace, Molecules of Emotion, New York: Simon and Schuster, 1999. greatness. 2. Halpern, D.F., et al. Psychological Science in the Public Interest 8, 1 – 52 (2007). Takita Felder Sumter (sumtert@ 3. Betz, D.E., and Sekaquaptewa, D. Social Psychological and Personality Science 3, 738 – 746 (2012). winthrop.edu) is a professor 4. Murphy, M.C., et al. Psychological Science 18 (10), 879 – 885. (2007). of biochemistry at Winthrop 5. Ramsey, L.R., et al. Social Psychology of Education 16 (3), 377 – 397 (2013). University and chair of the ASBMB Minority Affairs Committee. 6. Diekman, A.B., et al. Psychological Science 21(8), 1051 – 1057 (2010).
FEBRUARY 2016 ASBMB TODAY 21 Opening my mind By Andrew Hollenbach
’ve always considered myself an In my graduate and postdoc years, and soaked up everything I could, open-minded person. I now real- I began to acknowledge and explore and, very quickly, the members made I ize that I wasn’t always as open- my sexuality and to think about me feel welcome and an important minded as I’d thought. how it related to what I knew and part of the work we were doing. I come from a very small, rural believed. roughout my life as a gay Even though I knew the LGBT town in Pennsylvania and had a shel- man, I’ve had to endure many di er- community was diverse, the full tered upbringing. is is not because ent and sometimes hurtful opinions complexity of this diversity was my parents intentionally shielded me about who and what I am. Not once unimaginable when I began with the from other ways of thinking or living have these words been said directly committee. Yes, there are the “simple” but simply because of the environ- to or about me. Instead I heard them situations like mine — I am a man ment in which we lived. Southeast expressed by people who didn’t realize who identi es as male and whose sole Pennsylvania is heavily populated I was gay or through word of mouth, sexual attraction is to men. However, with Pennsylvania Germans (or Penn- the media or society in general. Part there are also individuals who are sylvania Dutch as they are known). of my journey has been deciding assigned as male or female at birth but German names like my own and whether to tune these opinions out or who identify as the opposite gender Kramer, Lichtfuss, Fenstermacher and to think hard about myself, thicken and wish to modify their appearance, Schultz are common. A majority of my skin and stand up for what I either by dress or through physical the students in my graduating high believe. changes, so that how they present school class were Lutheran, Menno- I feel very fortunate that the themselves to society matches the nite, Presbyterian or United Church institutes where I’ve worked have gender with which they identify. of Christ. Because of the makeup of been supportive of me as a gay man. Adding further complexity is the this population, I couldn’t help but I remember interviewing for my fact that a person’s sexual orienta- have what many might consider to be present faculty position and being tion — the gender to which they are a limited worldview. asked why I wanted to move to New physically attracted — is independent During my college years, I met and Orleans. When I said, “Well, my of the gender with which they iden- became friends with people of very partner, Joe, lives here and I want tify. For example, a transgender male di erent backgrounds, ethnicities, to be with him,” the response was (a person who is born female but religions and philosophical bents. But not shock or disgust. It was indi er- identi es and presents as male) may even then, many of these people were ence — indi erence because, for the be sexually attracted to men. Include still from the Middle Atlantic region, people with whom I interviewed and the many people who are in the so their general mentality was similar. now work, my situation was the same process of coming to terms with who It was during my graduate school as it would have been if Joe were a she they are, and you can see how vibrant, years that my mind really expanded and my wife. diverse, complex and uid the LGBT when I met and befriended people Further illustrating the commit- population is. from all over the country and the ment of my institute to lesbian, gay, Independent of but often associ- world: Afghanistan, India, Korea, bisexual and transgender issues, I was ated with these populations are those Pakistan, Burma, Sri Lanka. During recommended by an associate dean individuals a ected by di erences of my postdoctoral years, when I met of our school to apply to be on the sex development, or DSD. Formerly people from Europe or the Caribbean, Association of American Medical Col- referred to as hermaphrodites or inter- my mind opened ever further to dif- leges’ Advisory Committee on Sexual sex, these people are often lumped ferent cultures and ways of thinking, Orientation, Gender Identity and Sex into the LGBT population and con- and I adopted the view that even Development. At the rst meeting of sidered to have the identity of DSD. though we may come from di erent this committee, I felt like an impos- However, being a ected by DSD is parts of the world and have disparate tor. I was surrounded by eight people not an identity. It is a biological dif- beliefs, we are, in essence, all the who were leaders in the eld of LGBT ference that in uences sexual develop- same. health issues. But I opened my mind ment, which in turn contributes to
22 ASBMB TODAY FEBRUARY 2016 how DSD individuals identify with respect to their gender. As such, they, like any single letter of the acronym LGBT, must be viewed as individuals with individual needs, wants, dreams, desires, opinions and lives. Although I was always aware of these various aspects of my commu- nity, I never fully appreciated how multifaceted and wonderfully diverse it all truly is. rough patience, pas- sion and willingness to explain and educate, the members of the AAMC committee took me to new levels of awareness and appreciation. ey opened my mind further than I ever thought possible. By exposing me to the true richness of diversity, they ignited a ame of passion in me and a strength to stand up and advocate for those who are underserved because of their di erence. e people on this committee also ignited my desire to educate others so that every single person can receive the care and respect they deserve as a human being, regardless of how they present to society, whom they love, or to whom they are attracted. I brought what I learned on this com- mittee back to my institution, where I serve as a member of our curriculum renewal committee, advocating to incorporate LGBT health issues into “By exposing me to the true richness of diversity, they our medical school curriculum. As part of our newly revised curricu- ignited a ame of passion in me and a strength to lum, I now deliver lectures on LGBT stand up and advocate for those who are underserved health disparities to our medical and physician assistant students. because of their di erence.” I often think back to the person – ANDREW HOLLENBACH I was 15 years ago and realize that person would not recognize the me national and institutional advocate and am ever thankful for the family, of today. He would be shocked but, for those who have not yet found the friends and colleagues who have sup- I think, proud of who I am now and strength to be who they were born ported me and for the many opportu- what I have accomplished. e person to be. nities that have opened my mind. I was then lacked the strength to Yes, people may still judge me be honest with himself. I was afraid for the way I was born. But instead Andrew Hollenbach ([email protected]) is a of people knowing my truth and of making me feel inadequate, it professor in the genetics department at Louisiana assumed that they would judge me now makes me angry and fuels my State University Health Sciences Center in New conviction. I’ve come a long way from Orleans and the lead editor for the AAMC publica- unfairly. Now, because of my journey tion “Instituting Curricular and Institutional and the work that I did and continue that small-town Pennsylvania Dutch Climate Changes to Improve Health Care for to do, I not only proudly live the upbringing. I regret nothing in my Individuals who are LGBT, Gender Nonconforming, life I was born to live but also am a journey from those early days to now or Born with DSD.”
FEBRUARY 2016 ASBMB TODAY 23 YOUR VOICES ON e asked our members and a liates to tell us how they W perceive the state of diversity and inclusion — the lay of the land, so to speak — in the eld of biochemistry and molecular biology. Here, we've printed what they had to say. In future issues, we will dive deeper into the discussion of what can be done in the short term and in the long term. We welcome your PART ONE OF contributions. Email us at asbmbtoday@ asbmb.org. AN ONGOING DISCUSSION ! Inclusion enriches output and awareness
believe that inclusion of people change our views and perceptions of diversity was initially intended: to from di erent racial and ethnic other people whom we unconsciously bring members of underrepresented I backgrounds in research greatly think are di erent from us. Although populations, women and other groups enriches both our science output diversity is mostly associated with race into science settings and participation. and cultural awareness. For example, and ethnicity, a homogenous group is diversity would not only broaden research on diseases relies on the diver- can still be diverse in areas less often research questions and opportunities sity of patients and samples, and a considered — like professional train- but also improve our cultural under- diverse research team can facilitate the ing, country of origin and life experi- standing for one another. recruitment of diverse study partici- ences. I think we need to start looking pants. It is also evident that working at diversity beyond what is visible. But Joshua Muia is an instructor of medicine at Wash- in a multicultural environment does this does not come to replace what ington University School of Medicine in St. Louis. ! ASBMB meeting speakers lack diversity
he diversity e orts are inconsis- fewer minorities. We all need to be understand how the workplace and tent and only as good as those reminded to be cognizant of the education have changed and need T constantly reminded that they issue. I teach courses that include to continue to change to attract and need to be inclusive in their work, diversity in health care from a science retain a diverse set of scientists. committees and output. e featured and research perspective, and I also speaker list for (the ASBMB annual teach gender in science and engineer- meeting) this year is an example ing. Many ASBMB members are not Marilee Benore is a professor of biology and bio- of a lack of diversity. Few women, trained in these areas and don’t always chemistry at the University of Michigan–Dearborn.
24 ASBMB TODAY FEBRUARY 2016 Differently-abled individuals are the next frontier
he National Science Foundation’s eld of biochemistry and molecular of disabled scientists. Women, Minorities and Persons biology embraces or discourages Finally, ASBMB Today asked T with Disabilities in Science and diverse voices and experiences. I had how having people of color, women, Engineering report, which is released di culty answering this question, LBGT and di erently-abled individu- every other year, has shown a trending because the scientists who work in als at the bench or in the classroom increase in the number of awarded these elds display a spectrum of atti- enriches scienti c perspectives. Scien- STEM doctorates in the United States tudes and behavior. I have been fortu- tists are human too, and we seek out over the past decade. e good news nate to meet and work with remark- and direct research according to our is that there has been a corresponding able scientists who embrace diverse passions. By having a workforce with increase in doctoral degrees awarded voices; I have also unfortunately met diverse backgrounds and perspectives, to African-American and Hispanic some who actively discourage these we accordingly increase the diversity scientists. Unfortunately, over the past voices; but most scientists I’ve worked of our lines of scienti c research. My decade, the proportion of doctorates with are unaware of the challenges own research, for example, focuses awarded to disabled scientists has facing disabled scientists. on the commonest form of genetic decreased. ASBMB Today also asked: Are deafness from a genomic and popula- is is surprising because we’d women and minorities given a seat at tion genetics perspective. Previous think that the protections secured by most tables? I interpreted this ques- researchers who studied this form the landmark Americans with Dis- tion to mean: “Are disabled scien- of genetic deafness have focused abilities Act, passed in 1990, would have had a more positive e ect after tists proportionately represented in on it from a diagnostic and clinical two decades. e ADA has been fairly positions of power within the eld of perspective. As a deaf person, I carry successful with improving access to biochemistry and molecular biology?” a natural interest in deafness that education. What the ADA hasn’t been Clearly, the answer is no. Fourteen goes beyond medicalization. I believe able to secure are the other ingredi- percent of the population between the that there are secrets in our genome ents essential for success: removing age of 21 and 65 is disabled; however, about human history and disease that biases, prejudices, and discrimination; if you examined the composition can be unlocked by studying genetic social capital in the form of profes- of the biochemistry and molecular deafness. sional networking; and aspirational biology faculty at any university, any capital in the form of successful role conference committee, or any edito- Derek C. Braun is director of the biology program models. rial board, you will most likely not and the molecular genetics laboratory and a ASBMB Today asked me if the ascertain a 14 percent representation professor at Gallaudet University. ! Awards and the Matilda effect
t’s 2016, and the Matilda e ect is in both award nominations and 158,000-strong membership. alive and well. success, whereas women are under- Why is this a problem? Awards I Named after 19th century represented. A mere 2.5 percent of all and prizes are widely accepted mark- American women’s activist Matilda STEM Nobel Prize winners and 2.1 ers of professional achievement that Gage and rst noted by science percent of the prestigious mathematics in uence salary, promotion and historian Margaret Rossiter in 1993, Fields Medal recipients are women. tenure decisions to shape and advance the term describes the systematic Only this week, we learned that 95 careers. Studies show that the gender undervaluation of research done by percent of 2016 national awards of disparity in awards is recurrent and women in favor of men. As docu- the American Chemical Society were unrelated to “pipeline” issues. Women mented by the RAISE project, the awarded to men even though women are less likely than men of equal ability world’s largest awardees database, made up 17 percent of the nominee to self-promote and seek nomina- men are signi cantly overrepresented pool and constitute 29 percent of the CONTINUED ON PAGE 26
FEBRUARY 2016 ASBMB TODAY 25 CONTINUED FROM PAGE 25 to the number of women involved in tor and Shaw awards), three of four selection. (Rose and Avanti awards) and four of tions because of persistent cultural With this background, how does four (Cohn award). We can do better. beliefs in the capabilities of men and the ASBMB fare? Not badly! In the For detailed analysis of the Matilda women. e prize criteria evoke strong past four years (2013 – 2016), 32 per- e ect and concrete guidelines on stereotypes associated with men, cent (17 out of 53) of national awards how professional societies such as the calling for “leaders” and “risk-takers.” have gone to women. However, there ASBMB can promote diversity and Unconscious gender bias is propagated are notable problems: Four awards ensure gender equity, see our latest through recommendation letters, blog post on STEMWomen.net. which use more standout adjectives have included zero women (educa- and fewer grindstone words in describ- tion, Merck, Vallee, and Stadtman awards), and four have included only Rajini Rao is a professor of physiology at the ing male applicants compared with Johns Hopkins University, has chaired the Com- female. Most importantly, the gender one (DeLano, Kirschstein, Tabor and mittee on Professional Opportunities for Women composition of the awards committee Wang awards). A smaller number of at the Biophysical Society and is co-founder of has crucial e ects on outcome, with awards are well represented by women: STEMWomen.net, a blog site dedicated to promot- ing the careers of women in science. success rates for women strongly tied two of four (ASBMB Young Investiga- ! A need for more minority leadership
re women and minorities given a Feedback from members indicate that concerns within MGSN grows, it seat at most tables? e Minor- leadership positions within academics must be considered that more minor- A ity Graduate Student Network and industry often lack underrepre- ity advocates in leadership positions was rst created as a support network sented minority representation or do are needed. for minorities in graduate programs not address many of the circumstances Rodrigo Valles Jr. is the associate program throughout New York City. Since its that concern minority students in the director at Hunter College, City University of New inception it has grown to provide pro- sciences. MGSN now has a reach of York, Center for Translational and Basic Research. fessional development, career opportu- more than 400 local students. As the He wrote on behalf of the Advisory Board of the nities and leadership training as well. number of students voicing similar Minority Graduate Student Network. ! Underrepresented minorities are game changers
’ve seen more appreciation for ly/1P23XLs) and you can be red for junior and midtier investigators who challenges that face women, being gay. are far more diverse. at tension I LGBTQ and minority scientists While these conversations of hasn’t been well addressed, and I don’t in the past two years than I have seen inclusion are coming to the forefront, see that the National Institutes of in the prior two decades. While these I worry that the problems of uncon- Health can have it both ways. groups are now being included to scious or conscious racial or gender I hate that so many universities some degree, where I see the biggest bias have become more covert. I see a and societies seem to be reinventing changes are that we are doing far bet- lot more “punching down” — where the wheel for themselves and hoping ter at calling out harassment and bias. there is a real push to stabilize funding that simply getting a diverse faculty Even with that, I think we have yet for near-retirement principal investiga- on campus will solve their problems. to hear the real angst of the LGBTQ tors or even well-established groups. ere seems to be genuine shock that community, because it is still unsafe It’s pretty obvious that the groups a female, LGBTQ or underrepresented for many scientists to come out, as that are going to be most impacted minority wouldn’t simply be grateful many states still don’t have nondis- by senior PIs getting more earmarked for a job. I’m always surprised when crimination protection (see http://bit. money will be the most vulnerable people are unaware that these folks are
26 ASBMB TODAY FEBRUARY 2016 going to be game changers. And that’s best questions, read everything and are cheerleaders making opportunities for a great thing. Everyone in my lab is crazy enthusiastic about getting work them. either a woman or from a racially done. I love that they know there is no underrepresented group — or both one else who will be e ecting change BethAnn McLaughlin is an assistant professor — and I couldn’t wish for a better and that they need to do it. You can’t of neurology and pharmacology at Vanderbilt group of people. ey are smart as all teach this. It comes knowing they have University and TheEdgeforScholars.Org’s director get-out, will ask and then answer the great obstacles and hopefully powerful of awesome. ! Expand diversity efforts from the top down
lthough gains have been made in industry, are only the beginning. mentoring e orts, particularly those encouraging diversity from the ese e orts must be paired with the targeted to underrepresented minori- A ground up, our e orts must be support and guidance of faculty and ties, become required, rewarded and expanded from the top down. For the administrators. Achieving buy-in from valued. High-quality e orts toward elds of biochemistry and molecular faculty already overburdened with enhancing diversity need to become biology to ourish, diversity must not a prominent feature of our academic tenure and promotion requirements be just a noble goal — it must be a system, not just something that is is realistically achievable only if the priority. Research fellowships tar- occasionally recognized in a depart- pursuit and maintenance of diversity geted speci cally to underrepresented ment newsletter or a tweet. minorities, along with scholarship in science is stated as a priority on the and internship programs seeking to department, college and university Rick Page is an assistant professor in the improve access for underrepresented levels. is becomes possible once chemistry and biochemistry department at Miami University. minority students to universities and outreach, science communication and ! Helping everyone be successful
he thing about diversity is that to make an impact. Never make an group. e most important ques- there is no single de nition about assumption that someone doesn’t need tion to ask of others, especially those T what makes someone diverse — help, even if they seem to be thriving. you mentor, is “How can I help you we all take di erent paths and contrib- We all need support, but that will take be successful?” en truly listen and ute valuable life skills and perspectives di erent forms for di erent people. connect us to the resources we need to based on our journey. What we have Some of us internalize stress or never ensure success, whatever that may be. in common is that we all deserve to ask for help because we don’t want to Donna Kridelbaugh is a writer, editor and career be successful and the opportunity feel singled out from the rest of the matchmaker at Science Mentor Consulting. ! Diversity is critical for scientific progress
lthough I am not a member of experiences in the classroom and labo- nding solutions to problems. Science an underrepresented group, I ratory over the past 30 or so years, I itself is a creative process. Solutions to A do teach at a historically black can say without a doubt that diversity scienti c problems do not arise out of college or university. Based on my is critical for promoting creativity and CONTINUED ON PAGE 28
FEBRUARY 2016 ASBMB TODAY 27 CONTINUED FROM PAGE 27 of the 20th century. He proposed a Because E.E. Just was immersed in theory of how cytoplasmic factors this community and deeply familiar thin air but instead arise from scien- and chromosomes in the nucleus of with black intellectual thought, he tists as creative agents who bring their the cell interact during embryonic was perfectly positioned to put forth whole personalities and all of their development. Just’s theory (of “genetic the unique ideas that he did. us, he talents and life experiences to bear restriction”) opposed the gene theory embodies the notion that unique per- on the problem at hand. Clearly, the of omas Hunt Morgan, who later spectives can spawn unique scienti c greater the diversity of the workforce, won a Nobel Prize. Recently the case contributions. Of course, what is true the greater the likelihood that creative has been made that Just’s epigen- about ethnicity is true about any kind solutions will be found. Some citizens etic theory of nuclear–cytoplasmic of characteristic or set of experiences. in high places do not recognize this interaction, which has been shown to Diversity of all types promotes creativ- fact, but this could be because they are have considerable merit, bears close ity and scienti c problem solving. not familiar with how science works. similarity to sociological ideas involv- As proof that diversity promotes ing intercultural dialogue that were W. Malcolm Byrnes is an associate professor of creativity, I give you the example of prevalent in the African-American biochemistry and molecular biology at Howard University College of Medicine. the great biologist Ernest Everett Just, intellectual community at the time. who lived and worked in the rst half ! Diversity is about uniqueness
iversity is recognizing that while work on, why we work on what we Avery August is a professor of immunology and we are all the same, we are also work on and how we approach what chair of Cornell University’s microbiology and D all unique and bring our unique we work on. immunology department in the College of di erences to bear on what science we Veterinary Medicine. ! Sexual harassment and the importance of inclusion
s the community has reacted to inappropriate behaviors, take responsi- who are di erent races or who have sexual harassment in many dif- bility for our actions and consequently di erent cultures in a group or organi- A ferent forms, we are reminded of change our attitude toward others. For zation.” Inclusion refers to “the act of a bigger problem in all STEM elds. those who cannot treat others with the including: the state of being included.” Gender equity is an ongoing problem respect everyone so rightly deserves, You can have diverse organizations or especially at higher ranking positions. consequences should be administered elds, but it can be meaningless if not is results in inexcusable behavior to remedy the problem. all individuals feel included. We need that occurs far too often. Whether it Also, there is a distinct di erence to work not only to increase diversity is microaggressions or sexual harass- between diversity and inclusion that in STEM elds but also inclusivity, ment or a host of other o enses, it should be recognized in order to create as we are unlikely to increase the rst is essential to urge all individuals to an equitable landscape in any STEM without the second. carefully consider their words and eld. Merriam–Webster refers to actions toward others. To build a more diversity as “the quality or state of hav- Shaila Kotadia is the education, outreach and inclusive community, we must recog- ing many di erent forms, types, ideas, diversity manager for Synberc at the University of nize our own unconscious biases or etc.” and “the state of having people California, Berkeley.
28 ASBMB TODAY FEBRUARY 2016 Discrimination is country-dependent
he status of diversity and dis- line: ere is no more a gray zone for abusers to continue their customary crimination is country and time- discriminatory or abusive behavior behavior and discourages the abused T dependent. When I immigrated in the workplace, and workers are from reporting them. to Canada 30 years ago, the profes- encouraged to report o enders, who In my estimation, eventually, sional standards related to discrimina- may get punished severely for inappro- in most countries, institutions will tion by gender, religion, color, sexual priate actions (even if such actions are adopt the principles of zero toler- preferences, etc. were somewhat purportedly intended as “jokes”). ance, educate all employees on what relaxed. I have seen the progressive My interaction with international constitutes discrimination and abuse, change of these standards from the colleagues has con rmed repeatedly and will open specialized o ces that state of “some tolerance” to a state of that professional standards related to will deal with education, counseling “zero tolerance.” My current institu- diversity, discrimination and harass- and punishment of o enders. When these policies are in place, I predict tion is very vigilant regarding issues of ment are very di erent in other that all forms of discrimination and equality, discrimination and harass- countries. I have witnessed clear cases abuse in the workplace will be highly ment in the workplace and is continu- of sexual harassment in the workplace diminished. ously educating the sta on what is (verbal, touching, joking, etc.) that acceptable and what is not. ere are seem to pass unnoticed by the victims. Eleftherios Diamandis is head of the clinical serious consequences for o enders, Clearly, the lack of strong directives biochemistry division at Mount Sinai Hospital in and there are professionals who listen on what is permitted and what is not Toronto, Canada, and division head of clinical biochemistry at the University of Toronto. to and handle complaints. Bottom permitted in the workplace encourages ! Comfort of quick consensus may suppress diversity
magination is often essential to e comfort of that quick consensus by benevolent but still unenlightened making a transformative break- may be one driver of the implicit bias leaders. Moreover, dissenting hypoth- I through. Scientists routinely that suppresses diversity in the eld. eses may not be welcome even when imagine how molecules move and t Nevertheless — in addition to the well supported by data — particularly together, anthropomorphize proteins clear demands of fairness and the per- if out-of-the box ideas are put forth by and cells, and try to draw useful sonal bene ts of working with a varied those who don’t outwardly conform analogies between familiar everyday group of colleagues — research by to the accepted scientist phenotype. phenomena and molecular events diverse teams is both more rewarding We have hope in sustained e orts to that can be detected only indirectly. and more original. research and address the structural ese mental exercises can be strongly Despite broad and explicit insti- obstacles to equality and, importantly, in uenced by each scientist’s personal tutional commitments to inclusion e orts to e ectively educate those perspective. Brainstorming to crack and o cial invitations to women and already in power about how to be wel- a previously intractable problem members of underrepresented groups coming, open-minded and inclusive. is obviously less e ective if every to join scienti c leadership, repre- person’s vision is similar. Similarly sentation is still low. e persistent Jean Cook is an associate professor of experienced individuals may rapidly barriers to parity may be founded on biochemistry and biophysics and associate dean reach consensus, but they may miss outdated or biased evaluation strate- for graduate education at the University of North Carolina at Chapel Hill. the chance for a creative leap forward. gies and unconscious discrimination
FEBRUARY 2016 ASBMB TODAY 29 Diverse groups perform best
s scientists, we should be driven problem solvers. See Hong and Page’s also the question of simple human by data. I think perhaps the paper in the Proceedings of the decency. I nd it reassuring and heart- A most powerful argument for the National Academy of Sciences (1). warming that diversity is bene cial to importance of diversity is the estab- at study settled the question of the our practical outcomes as well as to lished scienti c fact that groups of tangible bene t of diversity for me. our sense of humanity. diverse problem solvers actually can But of course, whenever policies that Gregory A. Petsko is a former ASBMB president. outperform groups of high-ability a ect people are concerned, there is He is the Arthur J. Mahon professor of neurology and neuroscience and the director of the Helen REFERENCES and Robert Appel Alzheimer’s Disease Research Institute at Weill Cornell Medical College. 1. Hong, L., and Page, S., Proc. Natl. Acad. Sci. U.S.A. 101, 16385 – 16389 (2004). ! Societies and institutions need to do better
y experience as a member ships, o cers, administrators, sessions/ when, as scientists, we see the paucity of ASBMB for most of my themes at conferences, etc.) to see of diversity everywhere but are really M career and an especially strong that no one is really walking the walk. not committed to try and x it. Hell, advocate for inclusion for minorities Am I cynical? Just honest, frustrated even the National Institutes of Health, and women for just as long of a time, and angry that science and, actually which talks a lot about diversity and is that BMB (i.e., the ASBMB) is academia in general, is discriminatory, has actually numerous programs just like all of the other sciences and elitist and totally not about embrac- designed to achieve it, only has 2 societies (the Endocrine Society, the ing what bene ts inclusion can o er. percent black principal investigators! Federation of American Societies for e problem? White privilege has long What does that say? Experimental Biology, the American ruled the academy, and society for Thomas Landefeld is a professor of biology at Society for Cell Biology, etc.) in that that matter. And as someone who has California State University, Dominguez Hills, they love to talk the talk about diver- fought intensely against that for many and author of “Mentoring and Diversity: Tips for sity and inclusion, but all you have to years, I don’t see it changing anytime Students and Professionals for Developing and do is look at the numbers (member- soon. is is especially disappointing Maintaining a Diverse Scientific Community.”
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30 ASBMB TODAY FEBRUARY 2016 Evidence-based training and mentoring practices Practical implications for improving diversity in STEM education and training
ecent national conversations STEM professors and administrators, progress and evidence of advancement about the bene ts of diversity particularly those receiving federal and dissemination in the areas of R in university science classrooms funding, should have in securing broader impact, in addition to more are stimulated in part by a case before future access and success for indi- widely accepted metrics for primary the Supreme Court of the United viduals from diverse backgrounds to research e orts, for funded endeavors and continued eligibility for funding States that has reignited a restorm of participate in STEM also are being (4, 6 – 8). ese concerns represent an interest in how diversity is engaged, or debated. Related to this, a need to opportunity for the development of not, in many areas of science, technol- document the outcomes of broader progressive and potentially transfor- ogy, engineering and mathematics impacts and outreach, particularly mative initiatives that center the work (1). In the backdrop of these intense those e orts supported with public of broader impacts and attempts to and needed discussions, there is a funding, is a growing concern for promote diversity in STEM in the growing recognition in biochemistry many. ere have been calls for public e ective engagement of evidence- and many other areas of STEM that funding agencies, which provide based mentoring and outreach substantial nancial research support an increased ability to identify and practices. One potential avenue for to a large number of institutions that promoting such change is through integrate evidence-based practices continue to struggle with recruiting research partnerships or “communi- for recruiting, training and retaining and retaining student body popula- ties of practice” that include STEM a diverse pool of individuals and for tions and faculty compositions that primary investigators and higher improving mentoring for broadening re ect national demographics, to serve education researchers in the social participation is needed (2 – 5). e as catalysts in driving needed changes sciences, education and organizational speci c roles and responsibilities that through supporting evaluation of development who are studying factors contributing to STEM success. ere REFERENCES is great potential for such e orts to play a critical role in accelerating prog- 1. Isler, J. C. (2015) “Being Black in Physics Class.” e New York Times. ress in improving diversity in STEM 2. Valantine, H. A. & Collins, F. S. Proc. Natl. Acad. Sci. U.S.A. 112, 12240 – 12242 (2015). recruitment, retention, education and 3. Whittaker, J. A. & Montgomery, B. L. J. Undergrad. Neurosci. Educ. 11, A44 – A51 (2012). training to sustain our nation’s STEM 4. Whittaker, J. A. & Montgomery, B. L. Innovative Higher Education 39, 263 – 275 (2014). educational enterprise. 5. Whittaker, J. A. et al. J. Undergrad. Neurosci. Educ. 13, A136 – A145 (2015). 6. Nadkarni, N. M. & Stasch, A. E. Front. Ecol. Environ. 11, 13 – 19 (2013). Beronda L. Montgomery is a professor of 7. Sherley, J. L. Science 334, 901 – 903 (2011). biochemistry and molecular biology at Michigan State University. 8. Fortenberry, N. L. et al. J. Women Minor. Sci. Eng. 15, 245 – 261 (2009).
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FEBRUARY 2016 ASBMB TODAY 31 Where do we go from here? By Marion B. Sewer
diverse workforce is criti- development of a more diverse cadre Institutional Research and Academic cal to ensuring that the U.S. of skills also are warranted. ese pro- Career Development Award pro- A remains at the forefront of the grams should stress bioscience career gram is an initiative of the National disciplines of science, technology, skills that are vital for success, such Institute of General Medical Sciences engineering and math. Diversity as communication, critical thinking, that helps postdoctoral scientists to enhances the breadth, depth and problem solving and collaboration. meld research training with pedagogi- quality of research and increases Perhaps most importantly, undergrad- cal studies and teaching skills. e innovation by engaging people with uate research programs should develop program has established partnerships a variety of experiences and perspec- activities that boost con dence and between research-intensive institutions tives. It is projected that by 2050 the a sense of belonging and address the and minority-serving schools and demographics of the U.S. will have psychosocial issues associated with try- supported a diverse cohort of train- shifted profoundly, and Hispanics and ing to assimilate into an institutional ees, more than 50 percent of whom Latinos will represent nearly one third climate that is vastly di erent from are women and minorities. A large of the population. ese statistics one’s life experiences. proportion of awardees have matricu- point to the critical importance of a lated into faculty positions in varied multipronged approach that insures Attach federal settings including research-intensive the STEM workforce diversi es. requirements institutions, community colleges, While undergraduate research train- primary undergraduate institutions ing programs such as Minority Access Federally funded training programs and minority-serving institutions. e to Research Careers have evolved sig- should require that participating endeavor’s outcome data provide a ni cantly since I was a MARC fellow institutions and laboratories train all compelling rationale to expand from over two decades ago, there is room workers in the areas of cultural com- the 20 institutions currently funded for developing additional strategies in petency, implicit bias and stereotype and for other National Institutes of STEM-centered training programs so threat. Providing PIs, postdocs, gradu- Health divisions to adopt the initia- that the next generation of scientists ate students and sta with inclusion tive. re ects the demographic makeup of tools may help mitigate the feelings of the country. Equally important are isolation in trainees that can under- Address grant disparities the development and expansion of mine their commitment to bioscience Donna K. Ginther and colleagues targeted strategies to capture minority careers. Equally important are oppor- published a paper in Science in 2011 scientists that are lost at key junctures tunities for trainees to develop a sense that raised awareness of the disparity along the training pipeline. of community. To this end, federal between white and underrepresented Here are potential strategies that agencies should require that training minority PIs receiving NIH funding. may help to broaden inclusion of grant recipients develop opportunities According to Ginther, African Ameri- underrepresented minorities, or for trainees to interact with other stu- cans were 10 percent less likely to be URM, in STEM: dents, postdocs and faculty in infor- mal, nonthreatening settings. ese awarded a grant. While unconscious resources also should be adopted in bias or a need for mentoring in grants- Foster diverse skills the institutions’ classroom settings. manship may contribute to these Undergraduate research programs ndings, what is clear is that there is attempting to broaden URM partici- Expand promising an urgent need for tangible initiatives pation have emphasized the develop- to address this disparity. With the rec- ment of technical skills, with the hope programs ommendation of its Working Group that these experiences would spawn E orts should be made to expand on the Diversity of the Biomedical an interest in STEM-related research programs that have a demonstrated Research Workforce, the NIH is in careers. But summer and year-long track record of increasing the diversity the initial phases of implementing research programs that foster the of the professoriate. For example, the new strategies to address the issue. But
32 ASBMB TODAY FEBRUARY 2016 if we want to promote real change, demic and government leadership. At pipeline would provide key data substantive action has to come not this point, the numbers of minorities that could be used to maximize future only from the NIH but from all in leadership positions with training resource allocations. members of the STEM workforce, in biochemistry and molecular biology including grant reviewers, other remains low. Establish networks funding agencies and institutions of higher education. For starters, ensur- Offer career training It is also important to establish ing that grant review panels include networks of underrepresented minor- underrepresented minorities is likely Underrepresented minorities ity trainees and faculty that extend to contribute to more equity in the disproportionately elect to pursue beyond the borders of an institution review process. nonacademic, research-related careers. or society. is type of network could O ering URMs substantive career be a forum for undergraduate, gradu- Diversify the professoriate training activities and exposure at ate, postdoctoral and faculty under- an earlier stage is likely to create represented scientists and could reduce We need to mandate that uni- easier transitions during graduate and signi cantly feelings of isolation. versity search committees interview postgraduate training. Developing E orts such as the National Research collections of candidates that more federally funded training programs Mentoring Network are beginning closely mirror the general popula- equivalent to IRACDA for trainees to address this issue by providing a tion. Increasing the diversity of the interested in science policy, science virtual online resource. However, professoriate provides successful role communication and outreach, and this also could be facilitated through models for students and trainees. Hav- patent law would help to retain regional networks where under- ing as role models successful mentors trainees and increase the value of the represented minority undergraduate with similar backgrounds increases doctoral degree in a STEM discipline. and graduate students interact with con dence and retention and fosters a is also would help to dispel the postdocs and faculty that are navigat- supportive environment. While many disparaging connotation of “alterna- ing diverse biological and biomedical universities have implemented these tive careers” and help to maximize the career paths. is type of forum could practices and increased the percentage impact of STEM training in research- help to instill self-a rming practices of female faculty, search committees related elds. should be vetted carefully to gener- in trainees and enable them to model ate not only a diverse applicant pool their success in a supportive network. but also a diverse cadre of committee Assess outcomes ese networks also would facilitate representatives. One additional model e outcomes of federally funded the exchange of best practices and would involve programs speci cally programs aimed at broadening URM strategies among programs and build designed to enhance the number of participation need to be assessed rigor- stronger connections between training faculty from underrepresented groups ously. In-depth analyses that identify programs and trainees, particularly at the rank of full professor and other best practices for engagement and with regional minority-serving institu- positions in the upper echelons of aca- retention of URMs at all phases of the tions.
MARION B. SEWER, 1972 – 2016 Shortly before this issue went to press, we learned that the author of this article, Marion B. Sewer, passed away unexpectedly. Sewer, who was just 43 years old at the time of her death, was a professor at the Skaggs School of Pharmacy and Pharmaceutical Sciences at the University of California, San Diego, where she sought to de ne the mechanisms that control steroid hormone biosynthesis. She also was the deputy chair of the ASBMB Minority A airs Committee, a co-organizer of the forthcoming annual meeting symposium on nonalcoholic fatty liver disease and a frequent contributor to this magazine. Her passing is a great loss to the ASBMB community. – e editors
FEBRUARY 2016 ASBMB TODAY 33 Research spotlight A Q&A with Lesley-Ann Giddings of Middlebury College By Andrew Macintyre
Tell us about your current have to be very comfortable with working at crime scenes. In middle career position. school, I developed a strong interest I am an assistant professor in the in science and realized that it was one department of chemistry and bio- way to understand life’s mysteries chemistry at Middlebury College in without having to be at the scene of Middlebury, Vt. Middlebury College a gruesome murder. As a result, I con- is a small, private liberal arts institu- tinued to excel in my science classes tion with about 2,500 undergradu- and enrolled in Science Skills Center ates. I teach biochemistry, biochem- High School in Brooklyn, N.Y., a istry laboratory and metabolism. I high school dedicated to increasing also dedicate my time to training the number of students from under- talented undergraduates interested represented ethnic groups in science, in biomedical research. My research technology and mathematics. focuses on exploiting and characteriz- ing secondary metabolic biosynthetic Lesley-Ann Giddings Were there times when pathways in microbes to identify new could teach and do research with broad-spectrum antimicrobial agents. students. As a Smith College alum, you failed at something I knew the bene ts of being taught you felt was critical What are the key in small class sizes and having one- to your path? If so, how experiences and decisions on-one interactions with professors. During my postdoctoral training, I did you regroup and get you made that have also taught at two liberal arts colleges back on track? helped you reach your to see if I would like working in an Yes, there have been numerous environment that valued teaching occasions during which I failed at current position? just as much as research. Even though something, especially during graduate Several key experiences have striking a balance between teaching school. However, looking back on the helped me along my journey to my and doing research with students can times when my experiments failed, I current position. I wanted to become be challenging, I really enjoyed my learned how to accept that this was a teacher because I enjoyed tutoring interactions with undergraduates and what science research was about: students in science throughout high later decided to apply for academic re-searching for the answer. I had to school and college. I enjoyed help- jobs at small, private liberal arts col- learn how to fail in order not to let ing students improve in a subject in leges. my disappointment prevent me from which they were struggling. While I moving forward with my science. I was in graduate school at the Mas- How did you first become sachusetts Institute of Technology, try to keep in mind the fact that if I explored my interest in teaching interested in science? the problem were easy, it would have science by taking teaching courses As a child, I loved watching the been solved already, and so I can’t give and workshops for those considering show “Ghostwriter” and reading mys- up. Every setback has been character careers in academia. I also trained tery books, such as “e Baby-sitters building and helped me learn more a number of undergraduates in the Club,” “Nancy Drew,” “e Hardy about the problem as well as learn laboratory, which led me seriously to Boys,” and “e Boxcar Children.” more about myself. I have to remind consider pursuing a career at a small Initially, I wanted to be a forensic myself constantly not to compare undergraduate institution where I scientist but later realized I would my journey to those of others when
34 ASBMB TODAY FEBRUARY 2016 things do not go my way. We all have evaluate what you really have to lose. positive impacts on my life. My the tendency to think the path to Oftentimes we realize that we would family, teachers and friends have success is linear; however, the path lose even more if we were not true helped me realize my dream along to success has a lot of unintended to ourselves and did not pursue our the way by being supportive of my detours that help us learn important dreams. Lastly, learn to be OK with decisions and helping me nd a way life lessons. I always tell my students failing. is is the hardest thing to to achieve my goals when I thought that life is all about how you bounce learn; however, the faster you learn they were impossible. I surround back from disappointment. Are you how to do this, the faster you will myself with people who troubleshoot going to stay down or do something move in your research. Sometimes we my problems and present me with about it? I always push myself to get so disappointed with the outcome several solutions. ey are my support network/cheerleaders who help me see move forward. of an experiment that we are slow to the possible in the seemingly make the next step, and we get in the impossible. What advice would you way of our own success. give to young persons What are your hobbies? What is it that keeps you from underrepresented My hobbies are traveling, relaxing working hard and studying backgrounds who want to with a good book, spending time with science every day? pursue a career in science my family, going to the beach, playing I love to train students to be criti- similar to yours? Scrabble, going to concerts and listen- cal, independent thinkers and use cre- ing to music. ative ways to problem solve. I nd it I think it is important for you to extremely gratifying to teach someone do some soul-searching and identify What was the last book a subject and have him or her turn goals you would like to achieve in around and show me an even better the near future as well as ve to 10 you read? way of solving a problem in that years down the road. You need to e last book I read was “David area of research. I believe this is how think about what you are passionate and Goliath” by Malcolm Gladwell. I educators help scienti c ideas evolve, about because you need to love what love this book because it shows how and I am so grateful to be a part of you do to survive the ups and downs the underdog can be successful once this process. Importantly, I work in your career. I encourage you to he fully recognizes his weaknesses and hard at my science not only to be an learn to be comfortable with who you embraces his strengths. outstanding educator, but, together are, because a lot of people will try with students, I get to solve myster- to talk you out of what you want to Do you have any heroes, ies in the laboratory, uncovering the do in life, including yourself. Most truth about the world while learning times we don’t have the role models heroines or role models? something new along the way. we need to make it in the careers If so, describe how they we want. Self-doubt is probably the Andrew Macintyre (amacintyre@ most harmful emotion that can talk have influenced you. asbmb.org) is an education and professional development you out of your dreams. I urge you I have been extremely lucky to manager at the ASBMB. to step out of your comfort zone and meet so many people who have had
FEBRUARY 2016 ASBMB TODAY 35