A recent Issues in Science and Technology article titled, “Inclusive Science Education is Not Zero-Sum,” makes the point that scientific excellence requires inclusive education that embraces diverse backgrounds and experiences of all students. It critiques diversity efforts that focus on “fixing students” instead of transforming the system itself. Kimberly Griffin, dean and professor, responds to the article, emphasizing the individual power of researchers and leaders in broadening participation in science and advancing belonging through efforts such as mentorship.
Mentorship is a powerful tool in accelerating the development and careers of all scientists and notably has been found to be particularly important in recruiting, retaining, and advancing the careers of scientists who have been previously excluded and felt unwelcome.
Too often, however, we miss the opportunity to fully leverage the impact of mentoring relationships, particularly on efforts to broaden participation. Many young scientists report dissatisfaction with mentorship, noting either that they don’t have a mentor or that the mentorship they receive does not meet their needs. These critiques are particularly common among scientists with minoritized identities, who often find potential mentors to be aloof, unavailable, or skeptical about the unique challenges they face.
If we are to advance commitments to inclusive excellence and strengthen the scientific enterprise, mentorship requires a greater emphasis on care and connection, shown through efforts to honor early career colleagues’ identities and humanity.
in Issues in Science and Technology.
