{"id":134772,"date":"2023-10-02T00:00:34","date_gmt":"2023-10-02T04:00:34","guid":{"rendered":"https:\/\/www.thecollegefix.com\/?p=134772"},"modified":"2023-10-02T00:41:34","modified_gmt":"2023-10-02T04:41:34","slug":"science-education-journal-seeks-articles-on-systemic-oppression-in-biology","status":"publish","type":"post","link":"https:\/\/www.thecollegefix.com\/science-education-journal-seeks-articles-on-systemic-oppression-in-biology\/","title":{"rendered":"Science education journal seeks articles on \u2018systemic oppression\u2019 in biology"},"content":{"rendered":"

\u201cThere is an urgent need in biology education \u2013 and in the life sciences more broadly \u2013 to move from discussions of \u2018diversity\u2019 and \u2018broadening participation\u2019 that primarily attend to numerical representation towards research and reform targeting structures, systems<\/em>, and cultural assumptions<\/em>.\u201d<\/p>\n

So states<\/a> the team of special guest editors of an upcoming special issue of CBE \u2013 Life Science Education<\/em> in their recent call for research papers.<\/p>\n

Through the special issue, the editors stated, they intend to \u201cbring attention to Equity, Inclusion, Access, and Justice in biology education\u201d by \u201chighlighting research articles, essays, and features that offer new insights into these topics.\u201d<\/p>\n

\u201cA key goal of this special issue is to elevate research that investigates the unique experiences, assets, and resilience of communities impacted by systemic oppression in ways that intentionally marginalize them within the life sciences, biology education and other research, and STEM education,\u201d they wrote.<\/p>\n

\u201cAn additional goal of this special issue,\u201d they added, \u201cis to bring the theoretical frameworks, anti-deficit perspectives, methodological approaches, and critical lenses from fields such as higher education, race and resistance studies, gender and sexuality studies, disability justice, and other disciplines to biology education research and to the LSE readership.\u201d<\/p>\n

CBE \u2013 Life Science Education<\/em> is described<\/a> by the publication\u2019s website as a quarterly online journal published by the American Society for Cell Biology and funded in part by the Howard Hughes Medical Institute.<\/p>\n

Potential manuscript topics sought by the guest editors for the upcoming special issue include a wide array of subjects relevant to the further integration of diversity, equity, and inclusion ideology into STEM:<\/p>\n

\u201cStudies exploring asset-based, rather than deficit-based, approaches to promoting equity, inclusion, access, and justice in biology education\u201d<\/p>\n

\u201cResearch that centers the lived experiences of marginalized communities…\u201d<\/p>\n

\u201cIdentification and revision of exclusionary content in traditional life sciences courses, curriculum, and pedagogical practices with respect to race, gender, LGBTQ+ identities, disability, language, class, and many other social identities that continue to be marginalized in the life sciences\u201d<\/p>\n

\u201cAssessment of the impact of integrating of social justice into biology education curriculum, pedagogy, and research\u201d<\/p>\n

\u201cInterdisciplinary research collaborations that connect biology education to the frameworks, methodologies, and findings from higher education, race and resistance studies, gender and sexuality studies, social psychology, and other fields\u201d<\/p><\/blockquote>\n

Of the special issue\u2019s eight co-editors, several have long, sometimes notable, professional histories contributing to the advancement of research on these or related topics.<\/p>\n

Terrell Morton, for example, a University of Illinois-Chicago professor in education and the subject of a recent College Fix<\/em> article<\/a> highlighting his work exploring structural racism in chemistry, serves as the principal investigator for a $8.8M NSF-funded project previously described<\/a> by UIC Today<\/em> as an effort to analyze \u201cwhat \u2018Blackness\u2019 means in STEM.\u201d<\/p>\n

Sara Brownell, Arizona State University professor of life sciences, served as the co-principal investigator on a project that received<\/a> $300,000 from the National Science Foundation to assess how the sense of belonging of LGBTQ+ students is impacted when biology instructors share their LGBTQ+ identities in the classroom.<\/p>\n

Tatiane Russo-Tait from the department of cellular biology at the University of Georgia serves as the leader of the Advancing Critical Consciousness, Equity, and Social Justice in STEM lab, or ACCESS.<\/p>\n

According to Russo-Tait\u2019s faculty page, the ACCESS lab aims to re-frame the notion of access in college STEM and support \u201cthe development of critically conscious educators who design humanizing and equitable learning environments, and administrators and policy makers who work to develop justice-oriented culture, policies, and institutions.\u201d<\/p>\n

Submission requirements for the special LSE issue include a connection \u201cin some way to equity, inclusion, access, or justice frameworks that go beyond diversity and broadening participation in STEM\u201d, \u201cimplications for biology education researchers and practitioners,\u201d and being evidence-based.<\/p>\n

The College Fix<\/em> reached out to all eight co-editors for comment but did not receive a response.<\/p>\n

The special issue of CBE \u2013 Life Science Education<\/em> is expected to be published in the fall of 2024.<\/p>\n

Right now\u00a0The College Fix<\/em>\u00a0has a back-to-school campaign to help us continue to support our amazing student journalists. A\u00a0donation today<\/a><\/span>\u00a0will be matched thanks to a generous limited-time matching gift opportunity from a friend of\u00a0The Fix<\/em>!\u00a0CLICK HERE<\/a><\/span>\u00a0for more details \u2014 and thank you!<\/strong><\/span><\/p>\n

MORE: \u2018Too rock heavy,\u2019 too ableist, too white: Geoscience students identify concerns in field<\/a><\/strong><\/p>\n

IMAGE: CBE \u2013 Life Science Education<\/em><\/p>\n

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