Rebuild the Academy: Supporting academic mothers during COVID-19 and beyond

COVID-19 as a chronic stressor and the importance of individual identity: A data-driven look at academic productivity during the pandemic

The COVID-19 pandemic impacted personal and professional life. For academics, research, teaching, and service tasks were upended and we all had to navigate the altered landscape. However, some individuals faced a disproportionate burden, particularly academics with minoritized identities or those who were early career, were caregivers, or had intersecting identities. As comparative endocrinologists, we determine how aspects of individual and species-level variation influence response to, recovery from, and resilience in the face of stressors. Here, we flip that framework and apply an integrative biological lens to the impact of the COVID-19 chronic stressor on our endocrine community. We address how the pandemic altered impact factors of academia (e.g., scholarly products) and relatedly, how factors of impact (e.g., sex, gender, race, career stage, caregiver status, etc.) altered the way in which individuals could respond. We predict the pandemic will have long-term impacts on the population dynamics, composition, and landscape of our academic ecosystem. Impact factors of research, namely journal submissions, were altered by COVID-19, and women authors saw a big dip. We discuss this broadly and then report General and Comparative Endocrinology (GCE) manuscript submission and acceptance status by gender and geographic region from 2019 to 2023. We also summarize how the pandemic impacted individuals with different axes of identity, how academic institutions have responded, compile proposed solutions, and conclude with a discussion on what we can all do to (re)build the academy in an equitable way. At GCE, the first author positions had gender parity, but men outnumbered women at the corresponding author position. Region of manuscript origin mattered for submission and acceptance rates, and women authors from Asia and the Middle East were the most heavily impacted by the pandemic. The number of manuscripts submitted dropped after year 1 of the pandemic and has not yet recovered. Thus, COVID-19 was a chronic stressor for the GCE community.

Supporting open science at PLOS Biology

Open science is key to PLOS Biology's mission, both in its daily operations and in the role we aspire to have in the scholarly ecosystem. Here, we reflect on open science at the journal and discuss how and why we shall continue to hold it central to everything we do.

Overemphasis on publications may disadvantage historically excluded groups in STEM before and during COVID-19: A North American survey-based study

Publishing is a strong determinant of academic success and there is compelling evidence that identity may influence the academic writing experience and writing output. However, studies rarely quantitatively assess the effects of major life upheavals on trainee writing. The COVID-19 pandemic introduced unprecedented life disruptions that may have disproportionately impacted different demographics of trainees. We analyzed anonymous survey responses from 342 North American environmental biology graduate students and postdoctoral scholars (hereafter trainees) about scientific writing experiences to assess: (1) how identity interacts with scholarly publication totals and (2) how the COVID-19 pandemic influenced trainee perceptions of scholarly writing productivity and whether there were differences among identities. Interestingly, identity had a strong influence on publication totals, but it differed by career stage with graduate students and postdoctoral scholars often having opposite results. We found that trainees identifying as female and those with chronic health conditions or disabilities lag in publication output at some point during training. Additionally, although trainees felt they had more time during the pandemic to write, they reported less productivity and motivation. Trainees who identified as female; Black, Indigenous, or as a Person of Color [BIPOC]; and as first-generation college graduates were much more likely to indicate that the pandemic affected their writing. Disparities in the pandemic's impact on writing were most pronounced for BIPOC respondents; a striking 85% of BIPOC trainees reported that the pandemic affected their writing habits, and overwhelmingly felt unproductive and unmotivated to write. Our results suggest that the disproportionate impact of the pandemic on writing output may only heighten the negative effects commonly reported amongst historically excluded trainees. Based on our findings, we encourage the academy to consider how an overemphasis on publication output during hiring may affect historically excluded groups in STEM-especially in a post-COVID-19 era.

Ten simple rules for a mom-friendly Academia

Women (and all gender-discriminated people) are underrepresented in science, especially in leadership positions and higher stages of the scientific career. One of the main causes of career abandonment by women is maternity, with many women leaving Academia after having their first child because of the career penalties associated with motherhood. Thus, more actions to help scientific moms to balance family and academic work are urgently needed to increase representation of women and other gender discriminated people in Academia. Besides mothers, these rules may also benefit other groups such as mothers-to-be, fathers, caregivers, and women in general. Increasing women representation in science, including mothers, is critical because equality is a fundamental right, and because more diverse working environments are more productive and get to more optimal solutions. Here, we describe 10 simple rules that can be adopted in Academia to halt the abandonment of scientific careers by women after motherhood. We strongly encourage their implementation to increase gender diversity and equality in science.

List-keepers and other carrier bag stories: Academic mothers' (in)visible labor during the COVID-19 pandemic

Beginning in 2020, the COVID-19 pandemic disrupted familiar rhythms of work and life when academic women from the United States sheltered-in-place in their homes. The pandemic brought forth challenges which accentuated that caregiving with little or no support disproportionately affected mothers' abilities to navigate their new lives inside the home, where work and caregiving abruptly collided. This article takes on the (in)visible labor of academic mothers during this time-the labor mothers saw and viscerally experienced, yet that which was often unseen/unexperienced by others. Using Ursula K. Le Guin's Carrier Bag Theory as a conceptual framework, the authors engage with interviews of 54 academic mothers through a feminist-narrative lens. They craft stories of carrying (in)visible labor, isolation, simultaneity, and list-keeping as they navigate the mundaneness of everyday pandemic home/work/life. Through unrelenting responsibilities and expectations, they each find ways to carry it all, as they carry on.

Confronting a post-pandemic new-normal-threats and opportunities to trust-based relationships in natural resource science and management

Natural resource governance is inherently complex owing to the socio-ecological systems in which it is embedded. Working arrangements have been fundamentally transformed throughout the COVID-19 pandemic with potential negative impacts on trust-based social networks foundational to resource management and transboundary governance. To inform development of a post-pandemic new-normal in resource management, we examined trust relationships using the Laurentian Great Lakes of North America as a case study. 82.9% (n = 97/117) of Great Lakes fishery managers and scientists surveyed indicated that virtual engagement was effective for maintaining well-established relationships during the pandemic; however, 76.7% (n = 89/116) of respondents indicated in-person engagement to be more effective than virtual engagement for building and maintaining trust. Despite some shortcomings, virtual or remote engagement presents opportunities, such as: (1) care and nurturing of well-established long-term relationships; (2) short-term (1-3 years) trust maintenance; (3) peer-peer or mentor-mentee coordination; (4) supplemental communications; (5) producer-push knowledge dissemination; and, if done thoughtfully, (6) enhancing diversity, equity, and inclusion. Without change, pre-pandemic trust-based relationships foundational to cooperative, multinational, resource management are under threat.

Gender Disparities in the Career of Neurology Researchers

BACKGROUND AND OBJECTIVES

To assess gender disparities in neurology researcher careers in the United States.

METHODS

A 34-question survey was distributed to 4,644 US-based American Academy of Neurology members who self-identified as researchers in 2020 addressing the following domains: research and funding, scholarly activities, coronavirus disease 2019 (COVID-19) effect, and local institutional climate.

RESULTS

A total of 700 (15%) individuals completed the survey (women, n = 231; men, n = 426), with 71% White and >80% conducting research. Women respondents were significantly younger than men, more likely to be assistant professors (32% vs 21%), and less likely to be full professors (18% vs 39%). Compared with men, women received equivalent grants and research support and had comparable or additional formal research training and mentorship. Women had less middle author publications (mean 5.8 [SD 9.2] vs mean 8.2 [SD 11.8], p = 0.03) compared with men but similar first or last author publications (mean 4.3[5.4] vs 6.1 [9.8], p = 0.05). A lower proportion of women presented research at grand rounds or at a national/international conference compared with men (58% vs 69%, p = 0.01). Women spent more time in nonprofessional responsibilities, were less satisfied with their work-life balance, and were less likely to agree with statements addressing equity/diversity and institutional climate. Respondents shared their concerns regarding how the pandemic was affecting neurology research careers, with a higher proportion of women reporting that family responsibilities affected research activities and lead to delayed submission of non-COVID-19-related manuscripts.

DISCUSSION

Our survey of US-based neurology researchers demonstrated continued gender-based disparities in academic rank, manuscript authorship, and invited speaking engagements, although funding opportunities and access to additional training were equivalent. Women were less likely than men to agree that neurology departments support diversity and equity and that the institutional climate was inclusive and transparent. The pandemic had affected both genders in research, but areas were different for women related to family responsibilities. This article also highlights additional areas of research and areas for intervention to improve and reduce gender disparities among neurology researchers.

"Where do I even start?" Recommendations for faculty diversifying syllabi in ecology, evolution, and the life sciences

Diversifying curricula is of increasing interest in higher education, including in ecology and evolution and allied fields. Yet, many educators may not know where to start. Here we provide a framework for meeting standard curriculum goals while enacting anti-racist and anti-colonial syllabi that is grounded in the development of a sustainable network of educators. In addition to highlighting this professional learning process and sharing the list of resources our group has developed, we provide suggestions to help educators highlight contributions of minoritized groups, explore multiple ways of knowing, and perform critical assessments of foundational views of life and environmental science fields. We further discuss the key classroom dynamics that affect the success of such anti-racist and anti-colonial initiatives. The retention and success of minoritized students in ecology and evolution depends on whether we address injustices in our fields. Our hope is that our fellow educators will use this paper to catalyze their own efforts to diversify their courses.

Academic Productivity of Equity-Deserving Physician Scholars During COVID-19: A Scoping Review

PURPOSE

The COVID-19 pandemic presented new barriers and exacerbated existing inequities for physician scholars. While COVID-19's impact on academic productivity among women has received attention, the pandemic may have posed additional challenges for scholars from a wider range of equity-deserving groups, including those who hold multiple equity-deserving identities. To examine this concern, the authors conducted a scoping review of the literature through an intersectionality lens.

METHOD

The authors searched peer-reviewed literature published March 1, 2020, to December 16, 2021, in Ovid MEDLINE, Ovid Embase, and PubMed. The authors excluded studies not written in English and/or outside of academic medicine. From included studies, they extracted data regarding descriptions of how COVID-19 impacted academic productivity of equity-deserving physician scholars, analyses on the pandemic's reported impact on productivity of physician scholars from equity-deserving groups, and strategies provided to reduce the impact of the COVID-19 pandemic on academic productivity of physician scholars from equity-deserving groups.

RESULTS

Of 11,587 unique articles, 44 met inclusion criteria, including 15 nonempirical studies and 29 empirical studies (22 bibliometrics studies, 6 surveys, and 1 qualitative study). All included articles focused on the gendered impact of the pandemic on academic productivity. The majority of their recommendations focused on how to alleviate the burden of the pandemic on women, particularly those in the early stages of their career and/or with children, without consideration of scholars who hold multiple and intersecting identities from a wider range of equity-deserving groups.

CONCLUSIONS

Findings indicate a lack of published literature on the pandemic's impact on physician scholars from equity-deserving groups, including a lack of consideration of physician scholars who experience multiple forms of discrimination. Well-intentioned measures by academic institutions to reduce the impact on scholars may inadvertently risk reproducing and sustaining inequities that equity-deserving scholars faced during the pandemic.

The effect of the Covid-19 pandemic on STEM faculty: Productivity and work-life balance

The disruption caused by the COVID-19 pandemic impacted STEM professionals in numerous ways, affecting research, teaching, publications, patents, and work-life balance. A survey was conducted to determine the changes approximately one year into the pandemic shutdown in USA. Results indicate that the quarantine, limitations, and restrictions led to decreased work productivity and increased stress, anxiety, and family obligations. There was a significant difference between male and female faculty experience with women reporting more child-care, schoolwork assistance, and care for elderly relatives.

Lived Experiences of Mothering and Teaching during the Pandemic: A Narrative Inquiry on College Faculty Mothers in the Philippines

How do academic mothers navigate their embodied selves in a disembodied academic life? More particularly, how do mothers in Philippine Higher Education balance the demands of mothering and teaching during the pandemic? This qualitative study used a narrative inquiry approach involving in-depth interviews with academic mothers from various faculties and ranks at some Philippine Higher Education Institutions. This approach explored the complex and often contradictory discourses surrounding the tension between the polarizing models of the ideal caring mother and ideal academic, trying to excel in both roles during the pandemic. The research began with an overview by way of a literature review of the pre-pandemic mother academics. It then reflected on eight mother college professors who balanced their careers with childcare, some with adult care, as this pandemic amplified deeply ingrained traditional social norms that perpetuate social inequities. Finally, it concluded that the two domains—academy and family—remained inhospitable to professing mothers in the Philippines. This study proposed that care work should be valorized, work–family narratives normalized and mainstreamed, and public and educational policies that support mothering and teaching rethought.

The glass ceiling thickens: the impact of COVID-19 on academic medicine faculty in the United States

The inequities faced by women in academic Medicine before the COVID-19 pandemic are well established. However, there is little formal data regarding exactly how the pandemic has affected faculty. This cross-sectional study investigated the impact of the pandemic on responsibilities at home, work, and mental health according to gender identification, faculty rank, and faculty appointment. In February 2021, an online questionnaire was broadly distributed to academic medicine faculty. Respondents were asked to provide demographic data, answer questions about their responsibilities at home and work, mental health, and how the pandemic has influenced these. Respondents were also asked to document what their institution(s) can do to help faculty through the pandemic. Responses were analyzed via Pearson's chi-square tests and thematic analysis. Women faculty were more likely to be responsible for the care of others (70%, p = 0.014), and the impact was negative, especially for early career faculty (p = 0.019). Productivity in research, teaching, and clinical practice were negatively impacted, with women feeling this in clinical practice (p = 0.005), increased teaching load (p = 0.042), and inadequate work environment (p = 0.013). In the areas of self-care and mental health, women (p < 0.001), early career-faculty (p < 0.001), and clinical faculty (p = 0.029) were more negatively impacted. Early-career women were more likely to fear retribution. Five themes emerged, including Flexible Expectations, Support, Mental Health, Compensation, and Communication. Pre-pandemic stress and burnout were rampant, and this study demonstrates that academic medicine faculty are still suffering. It is the authors' hope that administrations can utilize these data to make informed decisions regarding policies enacted to assist populations who are most vulnerable to the effects of the pandemic.

Creating communities and communicating science during COVID-19: From Coast2Coast to Coast2Cast

The global COVID-19 pandemic has seen extended lockdowns, isolation periods and travel restrictions across many countries around the world since early 2020. Some countries, such as Australia and New Zealand, closed their international borders in early 2020 preventing researchers travelling to other parts of the world. To facilitate the exposure of our students' work, and for them to meet international researchers, as well as foster a sense of coastal community, we started a zoominar series (seminars via Zoom) in April 2020. The Coast2Coast zoominar series had therefore humble origins but we soon discovered that there was an appetite for more widely sharing science across the coastal research disciplines. The Coast2Coast zoominar grew rapidly, attracting researchers from many countries around the world who presented and attended fortnightly online seminars. In just one year and a half we had 38 presentations with roughly 1900 attendees, creating a sense of community and belonging for the researchers involved. In early 2021, two of the co-authors, Giovanni (GC) and Ana (AVC) decided to expand and take this sense of community further creating the Coast2Cast podcast series, where researchers are asked research and non-research questions. In only 7 months, the podcasts have attracted more than 3700 listeners. Importantly, while the main prerequisite was high-quality and impactful research, diversity and inclusion were also a priority in selecting and inviting speakers for the zoominars and guests for the podcast. Importantly, our survey results suggest that there is a place for online events similar to Coast2Coast and Coast2Cast in a pandemic-free future, and that the coastal community involved has greatly benefited from such initiatives.

COVID-19 and gender inequity in science: Consistent harm over time

Stay-at-home-orders, online learning, and work from home policies are some of the responses governments, universities, and other institutions adopted to slow the spread of COVID-19. However, research shows these measures have increased pre-existing gender disparities in the workplace. The working conditions for women during the pandemic worsened due to increased family care responsibilities and unequal distribution of domestic labor. In the academy, working from home has resulted in reduced research time and increased teaching and family care responsibilities, with a larger proportion of that burden falling to women. We investigate the persistence of gender inequity among academic scientists resulting from university COVID-19 responses over time. We draw on two surveys administered in May 2020 and May 2021 to university-based biologists, biochemists, and civil and environmental engineers, to analyze how the pandemic response has disproportionately impacted women in academia and the endurance of those inequities. Results show significantly greater negative impacts from the pandemic on women’s research activities and work-life balance, compared to men. We conclude by discussing the implications of our results, and the need for the academy to better predict and adjust to the gender disparities its policies create.

Blessing or Curse?

Mothers have multiple roles. Mothers prepare food, clothe, bathe their kids, clean the house, taking care of their husbands and families. With these, it was already tiring and required proper time management. Working mothers added another responsibility. Some parents would prefer to send their kids to school at an early age. Then COVID-19 hits in 2019 and suddenly everyone is working and studying at home. Is it a blessing to have all the family at home or a curse knowing that another burden will be added to the working mother alone? This chapter investigates how working mothers feel pre and post COVID-19. Thirty-six mothers participated in questionnaires and online pool votes. Results from questionnaires and online polls concluded that most mothers are feeling depressed and stressed during COVID-19, and allowing kindergarten to re-open actually helped working mothers since the burden of educating shifted back to the teacher.

Early career researchers benefit from inclusive, diverse and international collaborations: Changing how academic institutions utilize the seminar series

Efforts to make research environments more inclusive and diverse are beneficial for the next generation of Great Lakes researchers. The global COVID-19 pandemic introduced circumstances that forced graduate programs and academic institutions to re-evaluate and promptly pivot research traditions, such as weekly seminar series, which are critical training grounds and networking opportunities for early career researchers (ECRs). While several studies have established that academics with funded grants and robust networks were better able to weather the abrupt changes in research and closures of institutions, ECRs did not. In response, both existing and novel partnerships provided a resilient network to support ECRs at an essential stage of their career development. Considering these challenges, we sought to re-frame the seminar series as a virtual collaboration for ECRs. Two interdisciplinary graduate programs, located in different countries (Windsor, Canada, and Detroit, USA) invested in a year-long partnership to deliver a virtual-only seminar series that intentionally promoted: the co-creation of protocols and co-led roles, the amplification of justice, equity, diversity and inclusion throughout all aspects of organization and representation, engagement and amplification through social media, the integration of social, scientific and cultural research disciplines, all of which collectively showcased the capacity of our ECRs to lead, organize and communicate. This approach has great potential for application across different communities to learn through collaboration and sharing, and to empower the next generation to find new ways of working together.

How to use Twitter at a Scientific Conference

In the past decade, social media platforms have been recognized as an important tool in the dissemination of science among the research community and as an interface between scientists and the general public. Publishing companies that specialize in scientific research now pay attention to alternative metrics (“altmetrics”) and provide comprehensive guides about social media management to editors. Twitter has emerged as a leader among social media platforms in the dissemination of science. This Perspective will assert the merits of using Twitter to expand the reach of scientific conferences while providing guidance on how to disseminate conference findings in real-time, called “live-tweeting,” without compromising scientific integrity.

Meta-Research: Individual-level researcher data confirm the widening gender gap in publishing rates during COVID-19

Publications are essential for a successful academic career, and there is evidence that the COVID-19 pandemic has amplified existing gender disparities in the publishing process. We used longitudinal publication data on 431,207 authors in four disciplines - basic medicine, biology, chemistry and clinical medicine - to quantify the differential impact of COVID-19 on the annual publishing rates of men and women. In a difference-in-differences analysis, we estimated that the average gender difference in publication productivity increased from –0.26 in 2019 to –0.35 in 2020; this corresponds to the output of women being 17% lower than the output of men in 2109, and 24% lower in 2020. An age-group comparison showed a widening gender gap for both early-career and mid-career scientists. The increasing gender gap was most pronounced among highly productive authors and in biology and clinical medicine. Our study demonstrates the importance of reinforcing institutional commitments to diversity through policies that support the inclusion and retention of women in research.

The COVID-19 lockdowns brought to light the challenges that women face in Mediterranean universities

COVID-19 has caused considerable upheaval, necessitating a rethinking of higher education. Distance education has emerged as a major parallel issue that is changing the educational landscape. The lockdowns brought to light the challenges that women confront in academia. This study examines the impact of distance education on women's research activity at Mediterranean institutions, focusing on the additional constraints women faced as a result of e-learning. During the first lockdown (March to May 2020) there was a growing volume of media coverage, but fewer articles investigated how the pandemic's lockdown had affected women and men which increased fast in 2021. According to the findings, while the Mediterranean countries utilized different approaches to combat the epidemic, the impacts are surprisingly similar and must be recognized to avoid long-term consequences for women in higher education, science, and research. Lockdowns put added family responsibilities on female researchers, who were faced with more childcare and homework, resulting in less time to be part of a cohort creating new knowledge. Traditional cultural gender preconceptions were also uncovered, indicating the need for structural changes and repositioning. To meet UN SDG 4: "Ensure inclusive and equitable quality education," we must emerge from this pandemic more equal and robust to establish viable and inclusive universities that should implement policies and interventions to capitalize on female contributions to science, research, and innovation.

Changed Landscape, Unchanged Norms: Work-Family Conflict and the Persistence of the Academic Mother Ideal

Extensive research suggests that ideal worker and mothering expectations have long constrained academic mothers' personal and professional choices. This article explores how academic mothers experienced their dual roles amid the unprecedented shift in the work-life landscape due to COVID-19. Content analysis of questionnaire data (n = 141) suggests that academic mothers experienced significant bidirectional work-life conflict well into the fall of 2020. Increased home demands, such as caring for young children and remote schooling, interfered with their perceived capacity to meet ideal academic norms, including a singular focus on work, productivity standards, and their ability to signal job competency and commitment. Likewise, work demands reduced their perceived ability to meet ideal mothering norms, such as providing a nurturing presence and focusing on their children's achievement. Academic fathers experienced increased demands on their time but primarily described intra-role conflict within the work domain. Despite a pandemic landscape, ideal academic and mothering norms remained persistent and unchanged. The article concludes with implications for policy and practice in higher education.

Turning the Tide for Academic Women in STEM: A Postpandemic Vision for Supporting Female Scientists

The "leaky pipeline" of women in science, technology, engineering, and mathematics (STEM), which is especially acute for academic mothers, continues to be problematic as women face continuous cycles of barriers and obstacles to advancing further in their fields. The severity and prevalence of the COVID-19 pandemic both highlighted and exacerbated the unique challenges faced by female graduate students, postdocs, research staff, and principal investigators because of lockdowns, quarantines, school closures, lack of external childcare, and heightened family responsibilities, on top of professional responsibilities. This perspective provides recommendations of specific policies and practices that combat stigmas faced by women in STEM and can help them retain their careers. We discuss actions that can be taken to support women within academic institutions, journals, government/federal centers, university-level departments, and individual research groups. These recommendations are based on prior initiatives that have been successful in having a positive impact on gender equity─a central tenet of our postpandemic vision for the STEM workforce.

A Year Into the Pandemic: An Update on Women in Science, Technology, Engineering, Math, and Medicine (STEMM)

The coronavirus pandemic revealed long-standing, unaddressed fissures in our systems, including dramatic gender inequities in science, technology, engineering, mathematics and medicine (STEMM) fields. Women have disproportionately carried the burden of child care and other caregiving responsibilities during the pandemic, and there are strong indications that the pandemic will likely exacerbate pre-existing disparities in the pipeline of women in STEMM and in leadership positions. Based on a literature review, our own experiences and the experiences of our colleagues, we review promising strategies that have been implemented by funding bodies, journals, professional societies, and colleges/universities as well as additional strategies that might be helpful for these entities to implement in order to move forward with policies in place that address gender inequities and rebuild our institutional systems better. At this moment in time, institutions should collect data on metrics such as recruitment, retention, tenure/promotion, funding, professional society membership, awards/honors, and scientific publishing. These data will be essential in determining the impact of policies on women in STEMM to ensure they are having the intended effect as well as what future actions might be necessary in an iterative process.

How to Optimize Your Research During a Pandemic - A Summary of Discussions From the Association for Academic Surgery Town Hall and Lessons Learned From 2020

The year 2020 was an unprecedented year for all of us, including for the academic surgery research community. Both stay-at-home and social distancing restrictions posed challenges to our personal and professional lives. The Association for Academic Surgery held its inaugural webinar-based panel discussion titled Association for Academic Surgery Town Hall with its topic on how to optimize research during a pandemic. This article summarizes the highlights from that discussion and lessons learned from the academic surgery research community in 2020.

Impacts of the COVID-19 Pandemic on Women and Early Career Archaeologists

The COVID-19 pandemic has had far-reaching impacts in all segments of life worldwide. While a variety of surveys have assessed the impacts of the pandemic in other fields, few studies have focused on understanding the short- and long-term impacts of the pandemic for archaeology. To assess these trends, we asked survey respondents (n = 570) if they experienced job loss and to rate the percentage of change in their economic situation, workload, teaching or research activities, and personal responsibilities. Results show alarming trends, with nearly half of those who experienced job loss being under the age of 35 and women and early career archaeologists suffering major economic losses. Impacts to workload, teaching activities, and research activities were also felt across these groups. Substantial increases in personal responsibilities (childcare, eldercare, caring for sick family members) were also identified, especially for women with children under 18 years of age. While structural inequalities have already been identified across different sectors of archaeology, the results of this survey suggest the most vulnerable populations are those most heavily affected. We recommend a variety of strategies for employers, professional organizations, funding agencies, and publishers to consider in mitigating the consequences of COVID-19, especially for women and early career scholars.

Building bridges and capacity for Black, Indigenous, and scholars of color in the era of COVID-19 and Black Lives Matter

Background

There is a critical need to increase diversity in the nursing workforce to better address racial health disparities.

Purpose

To provide academic institutions with practical recommendations to foster a collaborative environment and essential resources for and in support of Black, Indigenous, and People of Color (BIPOC) scholars.

Methods

We examine the experiences of three Black nurse scholars, at a research-intensive university in an urban area during the COVID-19 pandemic and civil unrest in the United States.

Findings

Findings suggest barriers exist, which negatively impact workplace climate, collaboration and mentoring for BIPOC nursing scholars. Guided by a Black feminist perspective and utilizing existing literature, we recommend strategies to enhance workplace climate, to develop culturally aware collaboration, and to center mentoring as the foundation for BIPOC nurse scholar success.

Discussion

This article acknowledges that a crucial step in addressing health disparities is successful support of and collaboration with BIPOC nurse scholars.

How PLOS Biology aims to foster diversity, equity and inclusion in science

A diverse scientific community is not only fairer but also improves science overall by bringing a richer range of perspectives to the research enterprise. Here, we discuss steps that PLOS Biology is taking to support diversity, equity and inclusion at the journal and beyond.