Scientific theories of natural selection emphasize that diversity is a valuable asset, necessary for the survival of a species. It is somewhat ironic, then, that science as a discipline has historically undervalued diversity, with a lack of diversity manifesting in every facet of the academy: the students who are in the classroom and those who succeed in it, the trainees in our labs, the scholars we cite, the community members we contact in our outreach efforts, the populations we research. At its core, the scientific process is one of challenging old ideas and rigorously testing new ones — a process that is catalyzed when we bring different perspectives together and let all voices be heard.
As scientists, we must critically consider which perspectives are represented in our field and constantly advocate for improved diversity, equity and inclusion (DEI) in every aspect of our scholarship, teaching and mentoring. To this end, I commit:
- To always critically evaluate whose perspectives are being represented and to conduct targeted outreach to promote diversity, equity and inclusion. This involves reading and promoting work by minority scholars, both in the classroom and in my research. It requires fostering diverse classrooms where students feel encouraged to ask questions and participate. It requires conducting outreach efforts to ensure that people from all backgrounds feel comfortable pursuing higher education and psychology specifically.
- To welcome the full identity of my students and colleagues. This requires treating others with respect, calling out discriminatory comments and behavior, and educating myself about other perspectives. It also means recognizing that my students and colleagues are not ambassadors of their communities, that the onus is on me to learn and not on them to teach. I believe that in order to create an inclusive community where students feel comfortable sharing their full identity, I must lead by example. I introduce myself with my pronouns (he/him), ensure that my peers know how to pronounce my name, and invite my peers to do the same.
- To acknowledging my privilege and using it to promote equity. There are myriad ways in which my identity (e.g., as a neurotypical cisgender man) affords me privileges that are denied to others. There are myriad ways in which my identity (e.g., as a person of color and member of the LGBT+ community) may deny me some privileges. Where able, I commit to using my privilege to advocate for others, recognizing that sometimes my voice will be heard simply because of who I am. I commit to not speak over others but either to hand them the microphone or use my voice to amplify theirs.
- To minimize gatekeeping. As an educator, my job is to recognize that different students have different backgrounds and have had different opportunities. I pledge to work to provide my students and colleagues with access to the knowledge, skills and opportunities they need. To this end, it is important to provide students with clear, targeted goals and metrics for success, evaluating them relative to themselves and not against their peers. I believe that treating all my students and peers with dignity is key in this regard; every one of them is a smart and capable individual who can succeed in the field.
- To value people first and foremost. Efforts to promote DEI are often unduly stymied by bureaucratic hurdles. I pledge to work to dismantle these obstacles wherever I can. Sometimes even the simplest requests are met with undue burden, but if it costs so little to make someone feel included, why not do so?
- To continually educate myself and to acknowledge when I make a mistake, as I inevitably will. To err is human; to perseverate in erring is both insulting and irresponsible. While we have made tremendous progress as a field, we have a long way to go to ensure that our field is as diverse, equitable, and inclusive as it should be; I vow to work as hard as I can to promote progress in this regard.
Resources
In graduate school, I co-led a successful effort to eliminate the Graduate Record Examinations requirement from the Psychology PhD program, based on evidence that the GRE is a biased, inequitable and non-predictive tool for graduate admissions. You can check out our presentation here.
There are many wonderful organizations committed to the recruitment and retention of minority students. Two that I have worked with are oSTEM (an organization aimed at supporting LGBT+ professionals in STEM) and the MAGIC program (an initiative to mentor underrepresented and first-generation students in academia).
Sahil Luthra, PhD (he/him) 