Improving biology faculty diversity through a co-hiring policy and faculty agents of change

Differentiation, adaptation, and perseverance: Maturing conceptualizations of education-focused science faculty in the United States

Science education reform has been underway for almost a century with the general aim to engage students and train scientists needed to find solutions to global challenges, and also ensure a general public well disposed towards science. In an effort to aid science reform, more recently, colleges and universities have been augmenting their academic workforce by embedding education-focused science faculty into science departments. However, little research has investigated how this approach, and the identity of these faculty, may be changing over time. Here we investigate how conceptualizations of professional identities of these faculty across the United States have changed over the last two decades. We found three professional identities amongst these faculty: Science Faculty with Education Specialties (SFES), Discipline-Based Education Researchers (DBER), and faculty who identify as both SFES and DBER. Evidence indicates this is a maturing field within higher-education science departments, with more direct hiring and training pathways, but with potentially diminishing agency. Finally, data reveal resilience and perseverance despite negative biases from peers and college administrators, especially at PhD-granting institutions.

Anti-deficit is anti-racist and transformative

For science to be socially transformative it must be anti-deficit, meaning it must oppose efforts aimed at correcting perceived deficiencies in individuals. Instead, asset-based approaches are needed that recognize and value cultural strengths instead of framing them as deficits to be masked. Such approaches foster inclusive and innovative research that better yields equitable solutions for populations burdened by structural racism.