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Ten simple rules for building an antiracist lab

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  • V Bala Chaudhary
  • Asmeret Asefaw Berhe

Abstract

Demographics of the science, technology, engineering, and mathematics (STEM) workforce and student body in the US and Europe continue to show severe underrepresentation of Black, Indigenous, and people of color (BIPOC). Among the documented causes of the persistent lack of diversity in STEM are bias, discrimination, and harassment of members of underrepresented minority groups (URMs). These issues persist due to continued marginalization, power imbalances, and lack of adequate policies against misconduct in academic and other scientific institutions. All scientists can play important roles in reversing this trend by shifting the culture of academic workplaces to intentionally implement equitable and inclusive policies, set norms for acceptable workplace conduct, and provide opportunities for mentorship and networking. As scientists are increasingly acknowledging the lack of racial and ethnic diversity in science, there is a need for clear direction on how to take antiracist action. Here we present 10 rules to help labs develop antiracists policies and action in an effort to promote racial and ethnic diversity, equity, and inclusion in science.

Suggested Citation

  • V Bala Chaudhary & Asmeret Asefaw Berhe, 2020. "Ten simple rules for building an antiracist lab," PLOS Computational Biology, Public Library of Science, vol. 16(10), pages 1-9, October.
    • Handle: RePEc:plo:pcbi00:1008210
    DOI: 10.1371/journal.pcbi.1008210
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    References listed on IDEAS

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    1. Nidhi Subbaraman, 2020. "Grieving and frustrated: Black scientists call out racism in the wake of police killings," Nature, Nature, vol. 582(7811), pages 155-156, June.
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    1. A. M. Strong & M. C. Vea & C. Ginger & M. R. Blouin & L. Edling & M. N. Barrios-Garcia & M. J. McDonald & Z. Ispa-Landa, 2024. "Teaching and learning about race, culture, and environment in a predominately white institution," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 14(3), pages 538-547, September.
    2. Sarah W Davies & Hollie M Putnam & Tracy Ainsworth & Julia K Baum & Colleen B Bove & Sarah C Crosby & Isabelle M Côté & Anne Duplouy & Robinson W Fulweiler & Alyssa J Griffin & Torrance C Hanley & Tes, 2021. "Promoting inclusive metrics of success and impact to dismantle a discriminatory reward system in science," PLOS Biology, Public Library of Science, vol. 19(6), pages 1-15, June.
    3. Eve Z. Bratman & William P. DeLince, 2022. "Dismantling white supremacy in environmental studies and sciences: an argument for anti-racist and decolonizing pedagogies," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 12(2), pages 193-203, June.
    4. Gregor Wolbring & Aspen Lillywhite, 2021. "Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People," Societies, MDPI, vol. 11(2), pages 1-34, May.
    5. Suchinta Arif & Melanie Duc Bo Massey & Natalie Klinard & Julie Charbonneau & Loay Jabre & Ana Barbosa Martins & Danielle Gaitor & Rhiannon Kirton & Catalina Albury & Karma Nanglu, 2021. "Ten simple rules for supporting historically underrepresented students in science," PLOS Computational Biology, Public Library of Science, vol. 17(9), pages 1-16, September.

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