By Trinity Vey “The current science system often expects LGBT+ scientists to exist in cis-heteronormative spaces and thrive. I want to propose that we reject that hypothesis and get a new one.” -Kaela S. Singleton, neuroscientist, 2020 In previous blogs of this mini-series, we’ve defined some of the barriers faced by LGBTQ+ people in STEM and highlighted the importance of social visibility. With this information in mind, are there any actionable steps we can take to make the culture of STEM more inclusive, not just for LGBTQ+ people, but for all people in historically underrepresented groups? In this blog, we will explore some ways that we can contribute and create a more welcoming environment in STEM education and workplaces. Despite the focus being on STEM, many of the following tips can apply to any academic or professional environment. Ultimately, the following tips are based on my personal experiences and research, which is inevitably not inclusive of everyone’s experience. I welcome a conversation in the comments and encourage you to share your experiences if you agree with me – and especially if you don’t! Part of establishing safe spaces includes recognizing that they are continuously evolving and there is always room to improve. Institutions and leadership have specific responsibilities It’s important for institutions and workplaces that claim to value diversity to actively recruit LGBTQ+ faculty, students, and professionals to increase diversity in the workplace. One strategy to improve recruitment is by creating and advertising positions, scholarships, and leadership opportunities for people who identify as LGBTQ+. It’s also important to pay attention to those who sit on hiring committees and make leadership decisions; if a company or institution’s leadership consists mainly of white heterosexual cis men, there is clearly work to be done. People from gender and sexual minority groups may be more likely to join and stay in a given workplace if hiring practices and leadership demonstrate the prioritization of inclusivity. It’s also the responsibility of institutions and those in leadership roles to offer specific training and professional development opportunities surrounding inclusivity and to enact policies that support LGBTQ+ people and other minority groups. There should be clear and defined consequences for oppressive/harassing behaviours in a workplace. Holding people in a community accountable is ultimately the responsibility of the institution, not of the individuals. Additionally, institutions should collect data about the presence and experiences of LGBTQ+ people in the given environment. Being able to address a problem requires measuring and recognizing it. Of course, keeping data collection methods anonymous and giving people the option to share personal information is key. But getting a sense of how many LGBTQ+ people there are in an environment and listening to their suggestions on how to make the space more comfortable and accessible can help direct improvements in numbers and experiences going forward. Group meeting in a workspace. Credit: Jason Goodman, from Unsplash Visibility and role models As discussed in the second blog of this series, being able to see yourself in your role models is important to foster a sense of community belonging; this is often especially challenging as an LGBTQ+ person in STEM. If you are an LGBTQ+ person yourself and it is safe and comfortable for you to do so, come out! This will allow you to act as a role model or mentor for others. You can also consider leveraging the power of social media to amplify and share the voices and successes of LGBTQ+ people in STEM, even if you’re not in a position to come out at school or work or don't identify as LGBTQ+. Making LGBTQ+ people in STEM less “invisible” is one way we can begin to change the assumption that being heterosexual and cisgender is the default in professional settings. Peer Networks, Mentorships, and LGBTQ+ STEM Initiatives Mentorship can be a game-changer for retaining people in STEM fields, especially at the high school and undergraduate levels. Consider participating in opportunities and initiatives to bring LGBTQ+ people together, whether it be through coffee nights, a mentorship program, or educational events. Fostering a sense of community and support is needed in competitive STEM fields. If these kinds of opportunities don’t already exist in your environment, make them yourself! “Community is strength” billboard. Credit: John Cameron, from Unsplash Continue to educate yourself It is not the responsibility of LGBTQ+ people to educate others on best practices and how to be good allies. Continue to educate yourself on the issues that people face through books, documentaries, and workshops, and then share this knowledge with others. Even as an LGBTQ+ person, recognize that your experience is not the same as everyone else’s – being LGBTQ+ doesn’t automatically make you a good ally to others in the community! There may be additional barriers that others are facing, possibly due to the intersection of belonging to multiple minority groups. Keeping an open mind and being an advocate for others with experiences different from your own is an important way to contribute to accessible and inclusive spaces. Be mindful of what you say Creating a safe space involves paying attention to the language you use and possible micro-aggressions. When first meeting someone, use gender-neutral language or ask for their pronouns. Sharing your own pronouns can help establish a safe space where others feel comfortable doing so as well. Try to avoid using the language “preferred” pronouns, as this can imply that it’s optional to respect someone’s pronouns. Be willing to correct yourself and others. Micah Savin, a two-spirit, non-binary neuropsychologist said in a 2020 article published in Nature, “If you accidentally misgender me in a meeting, stop and correct yourself. It’s respectful and transparent, and you are signaling that you are willing to be uncomfortable and take ownership of your error.” Try to veer away from assuming someone is heterosexual by automatically asking “do you have a boyfriend/husband?” Using more general language such as “are you seeing anyone?” can be more appropriate, if asking at all. If someone discloses that they belong to a sexual or gender minority group, ensure you are responding respectfully. Telling someone that they’re “too pretty to be gay” or “don’t look gay” is a micro-aggression and can prevent people from wanting to share in the future. It’s also not your place to share someone’s identity-based information with others unless you’ve established that the person is comfortable with you doing so. Moving forwards Although Pride Month (June), LGBTQ+ History Month (October), and International Day of 2SLGBTQ+ People in STEM (November 18th) are recognized as times to both celebrate progress and bring awareness to issues that LGBTQ+ people continue to face, it’s important to maintain this momentum every day of the year. Pride is important because it’s the opposite of shame. It’s much easier to feel acceptance, and even pride, in your identity when you can freely share it with others in your school or work environment without fear of repercussions or subtle micro-aggressions. It “takes a village” to make professional environments inclusive for everyone, and this is something we all need to continue to work towards. “It’s the beauty of intersectionality: adding that layer of queerness, transness or whatever it might be adds to the beauty of their story. Their learnt, lived experiences play into their future ambitions as scientists.” -Kaela S. Singleton, neuroscientist, 2020 References:
Powell, K., Terry, R., & Chen, S. (2020). How LGBT+ scientists would like to be included and welcomed in STEM workplaces. Nature, 586(7831), 813–816. https://doi.org/10.1038/d41586-020-02949-3
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