A new framework for assessing the contributions of professionals in the natural sciences
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
A new framework for
assessing the contributions
of professionals in the
natural sciences
Lauren A. Esposito1, Marymegan Daly2, Matthew
K. Fujita3, Jacob A. Gorneau1,4, Giovanni
Rapacciuolo1, Luiz Rocha1, Lauren Scheinberg1,
Jessica Ware5, Corey K. Welch6, Alison N. Young1,
Rayna C. Bell1
Published: 27 January 2022
Affiliations:
¹Institute for Biodiversity Keywords: scientific success; diversity; equity; inclusion;
Science and Sustainability, mentorship
California Academy of
Sciences, San Francisco, CA 1 INTRODUCTION
94118 USA; ²Department
of Evolution, Ecology & The foundations of the natural sciences are
Organismal Biology, The Ohio intertwined with the histories of racism and colonialism,
State University, Columbus, including the explicit distortion of scientific discoveries
Ohio, USA; ³Amphibian and in the formulation and justification of racist theories of
Reptile Diversity Research humanity as well as the biases and harmful actions that
Center, Department of persist in our present-day workplaces (Haraway 1984; Graves
Biology, The University of Jr. 2004; Graves Jr. 2015; Das and Lowe 2018; Graves Jr. 2019;
Texas at Arlington, Arlington, Davies et al. 2021; Cronin et al. 2021). Many individuals,
TX 76019, USA; ⁴Department institutions, and professional societies in the natural
of Biology, San Francisco State sciences are committed to implementing anti-racist actions
University, San Francisco, and policies as the foundation of a future that is equitable
CA 94132, USA; ⁵Invertebrate and that truly reflects our values. Yet, the work of diversity,
Zoology, American Museum equity, and inclusion is undervalued and disproportionately
of Natural History, New falls to marginalized groups, further hindering their
York, NY 10026, USA; ⁶STEM academic “success” under current metric systems. This
Scholars Program, Iowa State inequity compounds the burden of the legacies of racism
University, Ames, IA 50010, with the urgent need to dismantle them.
USA Under current hiring, retention, promotion, and
Correspondence: tenure practices (HRPT), “service” (including diversity,
Lauren Esposito equity, and inclusion (DEI) research) is often considered a
Email: lesposito@calacademy. low value activity, and rather than being viewed as a positive
org professional contribution can instead be discriminatory to
© 2022 Esposito, Daly, Fujita, Gorneau, Rapacciuolo, Rocha, Scheinberg,
Ware, Welch, Young, & Bell. This article is published under a Creative
Commons Attribution 4.0 International License (https://creativecom-
mons.org/licenses/by/4.0/) https://doi.org/10.18061/bssb.v1i1.8332
1(1):8332
minoritized and historically excluded faculty from current models in differentiating the
who typically engage in more service than foci and constituencies for service activities
their peers (Olsen et al. 1995; Harley 2008; and in explicitly connecting all professional
Alperin et al. 2019; Jimenez et al. 2019). In activities under a framework of advancing
addition, many activities (i.e., social media scientific knowledge. Embedded within each
science communication) that could be element of this framework is a call to reflect
viewed under the umbrella of “service” were upon what individuals have personally done
unheard of 10–15 years ago (i.e., 2–3 tenure to make science more diverse, equitable, and
cycles), and may have no mechanism for inclusive—moving the work of DEI away
formal recognition or be dismissed entirely from the shadows and off the shoulders of the
as non-professional or extra-curricular. Lieff few and ascribing direct value to traditional
(2009), in focusing on similar challenges in service work along with a culture of personal
academic medicine, suggested a professional responsibility in the promotion of DEI.
development activity including written As ecologists and evolutionary
reflection on (personal and professional) biologists, the authors of this proposed
values and goals. They argued this will lead to framework are also acutely aware that we are
more meaningful and well-aligned activities in the midst of a global biodiversity crisis,
for academics to be evaluated by, which in and yet our current HRPT practices cannot
turn will improve recruitment and retention. incentivize or recognize many of the actions
Acknowledging and rewarding needed within the scientific community to
professional activities that we value, that avert this crisis. Although research in our
reduce barriers to participation in our fields has the potential to inform how best
disciplines, and which promote a sense of to protect biodiversity, the current metrics
belonging for scientists of all backgrounds by which we assess scientific success as
is a first step towards redefining the individuals, institutions, and as a broader
traditional concept and ascribed value of scientific community neither reflect nor
“service”. It is also worth noting that ecology incentivize behaviors that would avert or
and evolutionary biology are particularly mitigate the biodiversity crisis (see Gorneau
egregious in lack of diversity relative to et al. 2022 for further discussion in the context
other STEM fields (Cronin et al. 2021), and of monography). Further, we recognize
so the need for this work remains critical. that we are in a societal crisis of justice and
We propose that our disciplines adopt and equity with impacts that reverberate within
promote an inclusive model of science our discipline and that are amplified by
with an expanded view of impact that differences in the way identity influences how
contributes broadly to a more equitable professional activities are viewed (Corneille
and accessible science (as suggested by et al. 2019; Jimenez et al. 2019; Evangelista
Davies et al. 2021; see also discussions on et al. 2020; Miner et al. 2019; Miriti 2020;
drawbacks/limitations of existing academic Orfinger 2020; Maas et al. 2021). How can our
ranking/metric systems in Gruber 2014; scientific communities shift to measuring
Fire and Guestrin 2019). Our proposed and rewarding activities that we value rather
framework for assessment incorporates than valuing and rewarding only what we
diverse perspectives, includes meaningful can easily measure? This flexible proposed
and equitable community partnerships, and framework addresses these challenges with
promotes impactful mentorship. It differs more explicit and granular consideration of
January 2022 2 https://doi.org/10.18061/bssb.v1i1.8332
1(1):8332
professional activities and allows for changes to) scientific knowledge, Using scientific
in focus across career stage and career knowledge for positive societal impact,
trajectory, providing a more inclusive view Engaging society in science, and Serving
of the impacts one can have over the course science and society. The proportions of time
of their career. We believe that this approach divided among the categories are expected
will be more effective for acknowledging and to vary between positions (e.g., for university
rewarding efforts in line with our scientific professors, museum curators and collections
and institutional values, rather than a narrow staff, early career scientists, and those with
focus on only the traditional performance more applied research programs) (Figure 1)
metrics (publications, grants, citation and/or within roles and between performance
indices). This proposed framework can serve periods (i.e., faculty within a department
as a template for assessing job candidates, may serve as PIs for research or training
for annual performance evaluation of grants, faculty at primarily undergraduate
current staff, and for career advancement institutions teach more courses, and faculty
(promotion and tenure). These practices can with a focus on DEI may be more directly
be adopted by institutions and individuals involved with public outreach and work
serving on hiring committees and providing within professional societies) (Figure 2).
peer-review of tenure and promotion Categories of activities and the proportion
dossiers. We note, however, that this shift of effort invested (i.e., work time spent)
in the valuation of activities for HRPT must can be visualized as a pie chart of a given
be accompanied by training for supervisors individual's contributions and impact for any
in how to review performance equitably and given time period. The allocation of effort
account for disparities in the opportunities can be agreed upon with a supervisor before
available to minoritized groups (i.e., the performance period or self-reported
invitations to collaborate and nominations as part of the evaluation. Performance, or
for scholarly awards) as well as biases in the “scientific success”, is then evaluated on the
peer review process for publications and basis of that division of time/effort among
grants (Darling 2014; Grossman and DeVries categories, with deliverables for each category
2019; Silbiger and Stubler 2019; Salerno et al. commensurate to the percent effort. Key
2020), in citations (King et al. 2017), and in performance metrics can be summed within
teaching evaluations (Lazos 2012; Mengel categories for institutional annual reports
et al. 2019). This shift has already been but would appear alongside short narratives
proposed in the humanities, in the social to provide context for the impact of activities
sciences, and in medicine (Lieff 2009; Agate and for the equity contributions that are
et al. 2020). In short, this is a framework for difficult to directly measure. The result is a
a new science—one that removes historic combination of qualitative and quantitative
barriers and gatekeeping and recognizes all performance outcomes that highlight
of the work needed for science to be diverse, activities that advance scientific knowledge
equitable, and inclusive. and improve the culture of science broadly,
Our framework includes five broad, creating greater access, tackling social
and equally important, categories of justice, and promoting DEI within our fields.
activities (discussed in greater detail below): These more detailed and precise accounts of
Advancing scientific knowledge directly, effort and success can be shared as part of
Supporting advancement of (and access promotion or tenure decisions, providing a
January 2022 3 https://doi.org/10.18061/bssb.v1i1.8332
https://doi.org/10.18061/bssb.v1i1.8332
4
January 2022
Figure 1. Hypothetical examples of the distribution of effort in various academic positions and trainees across the five framework categories.
1(1):8332
https://doi.org/10.18061/bssb.v1i1.8332
5
January 2022
1(1):8332
Figure 2. A comparison of the distribution of effort for four hypothetical professors on different career tracks across the five framework categories.
1(1):8332
more accurate picture to external reviewers quantify but critical for the advancement of
than the familiar “40/40/20” percent split science. This category can be further divided
between broadly defined categories of into four areas: community science, formal
research, teaching, and service for faculty. education, infrastructure development and
support, and editorial and review service.
2 CATEGORY 1: ADVANCING Many of these activities are also traditionally
SCIENTIFIC KNOWLEDGE DIRECTLY. considered in the formal review and
advancement processes.
This category is focused on activities Examples of community science
associated with doing research individually include hosting/coordinating volunteers,
and/or collaboratively: primary research, engaging communities through a community
research dissemination, and fundraising/ science project (e.g., iNaturalist project or
grant-writing to support these activities. a bioblitz). Examples of formal education
This category encompasses the include formal mentorship (e.g., early career
majority of the traditional scholarly metrics researchers in your lab), university courses
under which researchers are commonly taught, curriculum development, teaching
evaluated. Deliverables could include modules that include decolonization of
peer-reviewed publications, research and taxonomy/monography in systematics or
publications about DEI, non-peer reviewed biodiversity courses, workshops organized/
publications for scientific audiences (e.g., led/taught, and grants submitted/awarded
perspective/opinion editorials, book to support these activities. Examples of
reviews, scholarly books or book chapters), infrastructure development and support
presentations to scientific audiences, include creating databases, generating
projects in earlier stages of completeness that new natural history collections, providing
are moving forward (i.e., not yet published, access to collections (facilitating loans,
critical for recognizing the timescale of hosting visitors), improving collections
monographic work), and research grants. (digitization, data curation), providing
This could also include honors and awards identifications, hosting/developing/
received from academic institutions and curating platforms (e.g., AmphibiaWeb),
professional societies. Quantitative metrics developing computational pipelines (e.g.,
could include traditional academic metrics tracked on GitHub), and grants submitted/
like number of publications, grants received, awarded for infrastructure. Examples of
citation indices, etc. Qualitative outcomes editorial and review service include formal
could include publications co-authored with editorial/review/panel service (manuscripts,
mentees, local researchers, or traditional- books, or grants edited/reviewed/refereed)
knowledge holders, or the advancement of and informal review/translation for non-
work in a long-term project like a monograph. mentee colleagues (manuscripts edited).
This category could also include honors and
3 CATEGORY 2: SUPPORTING awards received from academic institutions
ADVANCEMENT OF (AND ACCESS and professional societies. Due to the
TO) SCIENTIFIC KNOWLEDGE. diverse areas covered by this category, both
quantitative and qualitative descriptions of
This category is focused on many activities will be necessary to summarize the
aspects of research that are difficult to directly effort and level of expertise required as well
January 2022 6 https://doi.org/10.18061/bssb.v1i1.8332
1(1):8332
as the breadth and depth of the impact (e.g.,
5 CATEGORY 4: ENGAGING
lecturing for an introductory biology course SOCIETY IN SCIENCE.
of 500 undergraduates versus teaching a This category includes outreach
hands-on advanced phylogenetics workshop activities that are both traditionally
for 30 early career researchers). quantifiable, as well as those which are not,
but all of the activities in this category involve
4 CATEGORY 3: USING SCIENTIFIC direct (non-academic) public engagement.
KNOWLEDGE FOR POSITIVE Examples of engaging society in
SOCIETAL IMPACT. science include popular writing, speaking
engagements, social media engagement,
This category focuses on the direct collections tours, formal pre-college
societal impacts of science, including education programs, informal education
resource management reports/assessments, programs, and development or scientific
collaboration with communities, review of exhibits. As with Category 2, both
governments, and organizations to develop/ quantitative and qualitative descriptions of
implement management recommendations. activities will be necessary to summarize the
Examples of using scientific effort and level of expertise required as well
knowledge for positive societal impact include as the breadth and depth of the impact (e.g.,
Federal, State, or Local Government policy authoring a 2500 word article for popular
work/management or reports/assessments, science magazine versus a 30-minute
partnerships with organizations to develop/ guest appearance on the Ologies podcast).
implement management recommendations, This category could also include honors
service to or in partnership with NGOs, and awards received from a public-facing
provision of expert testimony, and research organization.
that directly addresses social, cultural,
environmental or climate justice. This area 6 CATEGORY 5: SERVING SCIENCE
of contribution has been identified in the AND SOCIETY.
human and social sciences and deemed
“knowledge transfer activities,” which may This category concerns all of the
involve consulting, patent development, activities that keep the wheels of the scientific
or other forms of partnership (Olmos- academy turning at an institutional level
Peñuela et al. 2014). This category could also (often referred to as institutional service)
include honors and awards received from a and also those that improve the culture of
governmental or policy-making institution. science. Although there may be significant
Quantitative assessments could include overlap between these two, an important
number of reports produced, species assessed distinction can be made between activities
for the IUCN RedList, or number of hours and responsibilities that primarily benefit
spent with legislators. However, qualitative a given institution with which a scientist
assessments would provide a narrative for is affiliated and those that develop and
the overall impact of the activities and allow benefit science more broadly. Service within
for a discussion of impact on marginalized science in a broader capacity is likely to be
communities. overlooked in HRPT when compared to
institutional service, which may be more
regularly recognized and understood from
January 2022 7 https://doi.org/10.18061/bssb.v1i1.8332
1(1):8332
the perspective of the institution in which particularly in Categories 2–5. Furthermore,
an individual is employed. these categories can only be successful in
Examples of serving science and promoting a more inclusive framework
society include institutional committee for evaluating scientists if individual
service (e.g., IACUC, graduate admissions), contributions are made clear, for instance by
service to scientific organizations (e.g., using CRediT Contributor Roles Taxonomy to
advisory board member of a scientific non- specify individual contributions to scientific
profit or institute), service to professional scholarly output (Allen et al. 2014). Similarly,
societies (e.g., elected and volunteer individuals can contribute or participate
positions), fundraising/donor events, in activities in Categories 2–5, but if this is
supervisor responsibilities, natural history done in a lackluster, noncommittal, or box-
collections maintenance, participation in checking manner, it could prove counter
professional development, leadership of or effective or, at best, effect no real change.
participation in initiatives/organizations This is apparent when “slacktivist” platitudes
that target visibility, awareness, or social are contrasted with deliverable-oriented
justice (e.g., #BlackinSTEM, 500 Women activism. Mentoring (most specifically
Scientists, 500 Queer Scientists), service on indicated in Category 2) is another activity
DEI or career panels, and speaking about that can be done well or in a desultory way,
topics in DEI. Several of these aspects can be and it remains difficult to differentiate the
easily quantified (e.g., number of committees varied forms that this takes or account
or speaking engagements), but many of them for harm that may result from culturally
require qualitative details to provide context insensitive practices when evaluating effort
for their impact to our institutions and the and impact (e.g., Daniels et al. 2019; Gelles et
academy. al. 2019; Limeri et al. 2019; McGee 2020).
The persistence of racism and
7 CONCLUSION colonialism in the practices and culture
of the natural sciences today necessitates
Our proposed framework is an visible and intentional work toward a more
important step towards shifting the valuation diverse, equitable, and inclusive scientific
of activities for HRPT, but we acknowledge community. In the context of ecology,
that several challenges for those doing work evolutionary biology, and biodiversity
not reflected by traditional scientific metrics science, this is more necessary than ever
remain. Chief among these is bias in our if we aim to recruit the talent and diverse
review and social structures that typically perspectives needed to address the current
reward Category 1 activities, parity in pay biodiversity crisis. The work to undo the
and opportunity based on differences in the harmful legacy in our disciplines is often
share of proposed work in each category the burden of those in historically excluded
of the framework (e.g., teaching-intensive groups, who themselves experience those
versus research-intensive faculty positions), very same DEI challenges. In addition, this
a generally low valuation of DEI (both directly work has been largely unrecognized by
and by underestimating the time, labor, and existing evaluation metrics, which often
trauma it may entail), and in differentiating rely on solely quantitative measures of
levels of engagement or impact for some academic impact. More broadly, there is
of the interpersonal or social interactions, little to no value placed on professional
January 2022 8 https://doi.org/10.18061/bssb.v1i1.8332
1(1):8332
activities that support access to scientific 2019;8:e42254. https://doi.org/10.7554/eLife.42254
knowledge, use this knowledge for positive Corneille M, Lee A, Allen S, Cannady J, Guess A.
societal impact, engage society in science, Barriers to the advancement of women of color
and provide service to science. We hope faculty in STEM. Equality, Diversity and Inclusion: An
that our proposed framework addresses International Journal. 2019;38(3):328348. https://doi.
some of these shortcomings. In closing, we org/10.1108/EDI-09-2017-0199
acknowledge our proposed framework and Cronin MR, Alonzo SH, Adamczak SK, Nevé Baker
recommendations are framed in light of D, Beltran RS, Borker AL, Favilla AB, Gatins R, Goetz
the challenges facing scientists based in the LC, Hack N, and others. Anti-racist interventions
United States. Although we believe many of to transform ecology, evolution and conservation
these challenges are universal, we encourage biology departments. Nat Ecol Evol. 2021;5:1213–1223.
natural scientists from other regions to https://doi.org/10.1038/s41559-021-01522-z
modify and adopt this framework for their Daniels HA, Grineski SE, Collins TW, Frederick
local context. AH. Navigating social relationships with mentors
and peers: comfort and belonging among men and
Acknowledgments women in STEM summer research programs. CBE
Life Sci Educ. 2019;18(2):ar17. https://doi.org/10.1187/
We thank the California Academy of Sciences cbe.18-08-0150
Institute for Biodiversity Science and Darling ES. Use of double-blind peer review to increase
Sustainability Anti-Racist Working Group for author diversity. Conser Biol. 2014;29(1):297299.
inspiring the creation of this framework and https://doi.org/10.1111/cobi.12333
providing a context for it to be implemented. Das S, Lowe M. Nature read in black and white:
We would also like to thank participants in Decolonial approaches to interpreting natural history
the Modernizing Monography workshops, collections. J Nat Sci Collect. 2018;6:414.
who helped us to see the broader relevance of Davies S, Putnam H, Ainsworth T, Baum J, Bove C,
this work and provided an avenue for formal Crosby S, Côté I, Duplouy A, Fulweiler R, Griffin A, and
publication. The Modernizing Monography others. Shifting our value system beyond citations for
workshops were sponsored by an NSF grant a more equitable future. Preprints. 2021:2021020493.
(DEB-1839205) to M. Daly and F. Zapata. Evangelista DE, Goodman A, Kohli MKK, Bondocgawa
Mafla Mills STT, Samuel-Foo M, Sanchez Herrera
References M, Ware JL, Wilson M. Why Diversity Matters
Among Those Who Study Diversity. Am Entomol.
Agate N, Kennison R, Konkiel S, Long CP, Rhody 2020;66(3):4249. https://doi.org/10.1093/ae/tmaa037
J, Sacchi S, Weber P. The transformative power Fire M, Guestrin C. Over-optimization of academic
of values-enacted scholarship. Humanit Soc Sci publishing metrics: observing Goodhart’s Law in
Commun. 2020;7(1):112. https://doi.org/10.1057/ action. Gigascience. 2019;8(6):p.giz053. https://doi.
s41599-020-00647-z org/10.1093/gigascience/giz053
Allen L, Brand A, Scott J, Altman M, Hlava M. Credit Gelles L, Villanueva I, Di Stefano M. “Mentoring is
where credit is due. Nature. 2014;508(7496):312313. ethical, right?”: Women graduate students & faculty
https://doi.org/10.1038/508312a in science & engineering speak out. Int J Gend Sci
Alperin JP, Nieves CM, Schimanski LA, Fischman Technol. 2019;11(1):108133.
GE, Niles MT, McKiernan EC. Meta-Research: How Gorneau JA, Ausich WI, Bertolino S, Bik H, Daly M,
significant are the public dimensions of faculty work Demissew S, Donoso DA, Folk R, Freire-Fierro A,
in review, promotion and tenure documents? Elife. Ghazanfar S A, and others. Framing the Future for
January 2022 9 https://doi.org/10.18061/bssb.v1i1.8332
1(1):8332 Monography: Improving Recognition, Support, and Lieff SJ. Perspective: the missing link in academic career Access. Bull Soc Syst Biol. 2022;1(1):8328. https://doi. planning and development: pursuit of meaningful org/10.18061/bssb.v1i1.8328 and aligned work. Acad Med. 2009;84(10):1383–1388. Graves Jr. JL. The race myth: why we pretend race https://doi.org/10.1097/ACM.0b013e3181b6bd54 exists in America. New York: Dutton; 2004. Limeri LB, Asif MZ, Bridges BH, Esparza D, Tuma TT, Graves Jr. JL. Why the nonexistence of biological Sanders D, Morrison AJ, Rao P, Harsh JA, Maltese AV, races does not mean the nonexistence of racism. and others. “Where’s my mentor?!” Characterizing Am Behav Sci. 2015;59(11):14741495. https://doi. negative mentoring experiences in undergraduate life org/10.1177/0002764215588810 science research. CBE Life Sci Educ. 2019;18(4):p.ar61. Graves Jr. JL. African Americans in evolutionary https://doi.org/10.1187/cbe.19-02-0036 science: where we have been, and what’s next. Evol Maas B, Pakeman RJ, Godet L, Smith L, Devictor Educ Outreach. 2019;12(1):110. https://doi.org/10.1186/ V, Primack R. Women and Global South strikingly s12052-019-0110-5 underrepresented among top‐publishing ecologists. Grossman GD, DeVries DR. Authorship decisions in Conserv Lett. 2021;14(4):e12797. https://doi. ecology, evolution, organismal biology and natural org/10.1111/conl.12797 resource management: who, why, and how. Anim McGee EO. Interrogating structural racism in STEM Biodivers Conserv. 2019;42(2):337346. https://doi. higher education. Educ Res. 2020;49(9):633–644. org/10.32800/abc.2019.42.0337 https://doi.org/10.3102/0013189X20972718 Gruber T. Academic sell-out: how an obsession with Mengel F, Sauermann J, Zölitz U. Gender bias in metrics and rankings is damaging academia. J Mark teaching evaluations. J Eur Econ Assoc. 2019;17(2):535– High Educ. 2014;24(2):165177. https://doi.org/10.1080 566. https://doi.org/10.1093/jeea/jvx057 /08841241.2014.970248 Miner KN, January SC, Dray KK, Carter–Sowell AR. Is Haraway D. (1984). Teddy bear patriarchy: Taxidermy it always this cold? Chilly interpersonal climates as a in the garden of Eden, New York City, 1908-1936. Soc barrier to the well-being of early-career women faculty Text. 1984;(11):20-64. https://doi.org/10.2307/466593 in STEM. Equal Divers Incl Int J. 2019;38(3):225–245. Harley DA. Maids of academe: African American https://doi.org/10.1108/EDI-07-2018-0127 women faculty at predominately white institutions. J Miriti MN. The elephant in the room: Race and STEM Afr Am Stud. 2008;12(1):1936. https://doi.org/10.1007/ diversity. Bioscience. 2020;70(3):237–242. https://doi. s12111-007-9030-5 org/10.1093/biosci/biz167 Jimenez MF, Laverty TM, Bombaci SP, Wilkins K, Olmos-Peñuela J, Castro-Martínez E, d’Este P. Bennett DE, Pejchar L. Underrepresented faculty play Knowledge transfer activities in social sciences a disproportionate role in advancing diversity and and humanities: Explaining the interactions of inclusion. Nat Ecol Evol. 2019;3(7):1030–1033. https:// research groups with non-academic agents. Res doi.org/10.1038/s41559-019-0911-5 Policy. 2014;43(4):696–706. https://doi.org/10.1016/j. King MM, Bergstrom CT, Correll SJ, Jacquet J, West JD. respol.2013.12.004 Men set their own cites high: Gender and self-citation Olsen D, Maple SA, Stage FK. Women and minority across fields and over time. Socius. 2017;3:1–22. faculty job satisfaction: Professional role interests, https://doi.org/10.1177/2378023117738903 professional satisfactions, and institutional fit. J Lazos SR. Are student teaching evaluations holding Higher Educ. 1995;66(3):267–293. https://doi.org/10. back women and minorities?: The perils of “doing” 1080/00221546.1995.11774780 gender and race in the classroom. In: Eds Gutiérrez y Orfinger AB. Diversity Beyond Insects in Entomology Muhs G, Flores Niemann Y, González CG, Harris AP. and Allied Disciplines. J Insect Sci. 2020;20(5):4. Presumed Incompetent. Utah State University Press; https://doi.org/10.1093/jisesa/ieaa093 2012. Salerno PE, Páez-Vacas M, Guayasamin JM, Stynoski January 2022 10 https://doi.org/10.18061/bssb.v1i1.8332
1(1):8332
JL. Correction: Male principal investigators (almost) Silbiger NJ, Stubler AD. Unprofessional peer reviews
don’t publish with women in ecology and zoology. disproportionately harm underrepresented groups in
PLoS One. 2020;14(6):e0218598. https://doi. STEM. PeerJ. 2019;7:e8247. https://doi.org/10.7717/
org/10.1371/journal.pone.0233803 peerj.8247
The Bulletin of the Society of Systematic Biologists
publishes peer reviewed research in systematics,
taxonomy, and related disciplines for SSB members.
The Bulletin is an Open Access Gold publication.
All articles are published without article process-
ing or page charges. The Bulletin is made possible
by a partnership with the Publishing Services de-
Submitted: 21 May 2021 partment at The Ohio State University Libraries. In-
formation about SSB membership is available at
Editor: Felipe Zapata https://www.systbio.org. Questions about the Bul-
Managing Editor: Dinah Ward letin can be sent to Founding Editor Bryan Carstens.
January 2022 11 https://doi.org/10.18061/bssb.v1i1.8332You can also read
