Systemic racial disparities in funding rates at the National Science Foundation

Teaching inequity in vector-borne diseases management through a socioscientific issue framework

The distribution and management of vector-borne diseases (VBD) are affected by a social and cultural environment, including forms of systemic oppression such as racism and classism. University classes that cover these diseases usually focus on teaching biological concepts while skimming over other social, economic, and cultural factors that influence them. With no current lesson plan widely available to implement, we present a lesson plan intended to be delivered at the end of courses related to disease ecology to emphasize inequity issues that impact VBD management while also serving as a capstone for the biological content taught in the class. The lesson is based on the demographic and disease risk data from local contexts to provide effective place-based and socioscientific issues instruction. The lesson is designed as a role-playing simulation where groups of students are given separate disease outbreaks to combat with specific budgets. Therefore, each group has unequal resources to manage the disease depending on their specific local context. The simulation is followed by a discussion about equity in disease management. To make this activity broadly applicable, the lesson plan has been written in four languages (English, Portuguese, Spanish, and Mandarin) according to a diversity of corresponding locations (Texas-USA, Brazil, Spain, and China), which are included in the supplementary materials. Incorporating this lesson into curricula across multiple disciplines is an important step for developing future entomologists, parasitologists, epidemiologists, and other One Health professionals to address disparities in VBD control and help drive the field forward equitably.

Evaluating Algorithmic Approaches to Uncover Racial, Ethnic, and Gender Disparities in Scientific Authorship

To explore the capabilities of race/ethnicity and gender prediction algorithms in uncovering patterns of authorship distribution in scientific paper submissions to a major peer-reviewed scientific journal (AJPH), we analyzed 17 667 manuscript submissions from the United States between 2013 and 2022. We used machine-learning algorithms to predict corresponding authors' race/ethnicity (Asian, Black, Hispanic, White) and gender categories based on name-derived probabilities to compare the predictive performance of these algorithms and their impact on disparity analysis. Predicted White authors dominated submissions and had the highest acceptance rates (21.1%), while predicted Asian authors faced the lowest (14.9%). Predicted women, despite being the majority, had lower acceptance rates (17.9%) than men (20.5%), a trend consistent across most racial/ethnic groups. Different algorithms revealed similar disparities but were limited by biases and inaccuracies in predicting race and ethnicity. Manuscript acceptance rates revealed disparities by race/ethnicity and gender; predicted White and male authors had the highest rates. While machine-learning algorithms can identify such patterns, their limitations necessitate combining them with self-identified demographic data for greater accuracy. (Am J Public Health. Published online ahead of print May 8, 2025:e1-e8. https://doi.org/10.2105/AJPH.2025.308017).

Black International Faculty in U.S. Academia: Reflections of a pharmacy educator

BACKGROUND

Black international faculty enhance diversity in pharmacy schools, are well suited to mentor international students, support cultural competence training for students, and may contribute substantially to research activities in schools of pharmacy. Understanding the experiences of black international faculty is critical to their recruitment and retention in pharmacy schools. Yet, there is very limited research about the experience of black international faculty in US pharmacy schools.

PURPOSE

This reflection paper seeks to highlight the unique challenges experienced by black international faculty in US pharmacy schools, drawing from both personal experiences and existing literature. This reflection and perspective study also provides recommendations to improve black international faculty representation and experience.

DISCUSSION

Black international faculty experience structural, interpersonal, and internalized racism, as depicted by the Mechanism of Oppression Framework provided by Weinreb and Sun. US pharmacy schools need to take decisive actions to combat racism and improve the experience and representation of black international faculty. Regular faculty and student trainings on topics such as racism, implicit bias, stereotype threats, and impostor's syndrome should be mandated. A safe space should be provided for faculty to express their concerns about racism. Teaching ability should be assessed objectively by using reliable and validated measures of teaching effectiveness after reviewing recorded lectures or peer observations of teaching.

Invited commentary: mental health services utilization disparities at the intersection of Asian ethnoracial identity and limited English proficiency

Nguyễn et al. (Am J Epidemiol. 2024;193(10):1343-1351) analyzed data from the US National Survey of Drug Use and Health (NSDUH) to show that Asian American Native Hawaiian/Pacific Islander (AANHPI) adults with limited English proficiency have substantially lower levels of mental health services utilization compared with White adults without limited English proficiency. The findings add to the growing literature using an intersectionality framework to understand health and health care disparities. We comment on the authors' notable examination of intersecting minoritized identities in mental health services utilization and the welcome emphasis on AANHPI health. We discuss the limitations of the NSDUH data, which are administered in English and Spanish only, and their limited ability to support analyses disaggregated by ethnoracial subgroups. We conclude by identifying gaps related to funding, training, and data disaggregation, and we highlight the role of mixed-methods approaches to advance our understanding of intersectionality and health disparities research. This article is part of a Special Collection on Mental Health.

Power to the People: Measuring Social Media and Mass Media Impact for Promotion and Tenure in Social and Applied Sciences

Promotion and tenure (P&T) is the process by which academic faculty are evaluated on the trajectory and impact of their scholarly career. Faculty are typically assessed on their grants, publications, teaching, and service. Ethnically minoritized faculty face disparities in P&T, perhaps due to the lack of standards for quantifying their efforts in the community and scholarship that is relevant to issues of social justice and public concern. Efforts in social and mass media to translate research findings and to disseminate evidence-based prevention and intervention efforts, however, are not often considered in P&T despite their direct impact on the community and contribution to the field. This paper discusses how the academy can quantify and qualify the impact of social media and mass media work in existing P&T considerations, particularly for departments with faculty in social and applied sciences. We discuss how social media and mass media work can be evaluated within existing P&T review criteria, and we provide suggestions for committees to quantify the impact of online and media efforts. Last, we conclude with suggestions for departments, colleges, academic medical centers, and universities in higher education to support early career faculty who are engaging in this extremely important, often under-rewarded work.

Modeling the Interplay of Sex Hormones in Cardiac Hypertrophic Signaling

Biological sex plays a crucial role in the outcomes of cardiac health and therapies. Sex hormones are known to strongly influence cardiac remodeling through intracellular signaling pathways, yet their underlying mechanisms remain unclear. To address this need, we developed and validated a logic-based systems biology model of cardiomyocyte hypertrophy that, for the first time, incorporates the effects of both estradiol (E2) and testosterone (T) alongside well-established hypertrophic stimuli (Strain, angiotensin II (AngII), and endothelin-1 (ET-1)). We qualitatively validated the model to literature data with 84% agreement. Quantitative validation was done by simulating the impact of the inputs (E2, T, Strain, AngII, and ET-1) on cardiac hypertrophy, captured as change in CellArea. We perturbed the validated model to examine the differential response to hypertrophy and identify changes in influential and sensitive downstream nodes for a male, pre-menopausal female, and post-menopausal female condition. Our results suggest that T has a greater impact on hypertrophy than E2. This model increases our understanding of the mechanisms through which sex hormones influence cardiac hypertrophy and can aid with developing more effective cardiac therapies for all patients.

Diversity and Underserved Patient Populations in Epilepsy

OBJECTIVE

Despite advancements in epilepsy management, disparities and lack of inclusion of many people with epilepsy are associated with increased morbidity and mortality. Compounding these problems is the paucity of diversity among health care providers, research participants, and researchers. This issue as well as potential solutions are explored in this article.

LATEST DEVELOPMENTS

Prompted by recent social justice incidents, patient advocacy groups, epilepsy societies, and governing bodies such as the National Institute of Neurological Disorders and Stroke, US Centers for Disease Control and Prevention, and the Intersectoral Global Action Plan on Epilepsy and Other Neurological Disorders have proposed initiatives to improve disparities in epilepsy care. Public health epilepsy research continues to expose deficiencies and disparities. Increased awareness of health care gaps and technologic advances should help foster improved epilepsy health equity and inclusivity.

ESSENTIAL POINTS

To deliver timely, effective care for people with epilepsy, we must be knowledgeable of sociodemographic obstacles to access. These include confounding factors such as historical determinants, unconscious bias, and lack of diversity. Improving awareness and promoting diversity in research participation can advance treatment for underserved populations and improve trust.

Integrating social responsibility and diversity, equity, and inclusion into the graduate chemistry curriculum

Science's broader impacts and the historic social, political, and geographic implications of these impacts are rarely discussed in graduate STEM curricula. A new required "Scientific Responsibility and Citizenship" course for first year chemistry graduate students was developed and taught at UC Berkeley. The course examined a series of case studies in which basic chemistry research led to societal impacts and discussed the diversity and equity of the research process and resulting consequences. The impact of the course was examined through pre- and post-surveys and interviews with participants. The course was found to have raised students' awareness and sense of responsibility for the impacts of their research and the importance of diversity, equity, and inclusion. Students also expressed an increased sense of identity and value alignment with the community as a result of the course. This study shows that even a relatively low-commitment intervention (6 hours in total), can have a large positive impact on students' awareness of the social context of science and their perceptions of department values.

Evaluating a National Biomedical Training Program Using QuantCrit: Revealing Disparities in Research Self-efficacy for Women of Color Undergraduates

Program evaluation for interventions aimed at enhancing diversity can fall short when the evaluation unintentionally reifies the exclusion of multiple marginalized student experiences. The present study presents a Quantitative Critical Race Theory (QuantCrit) approach to program evaluation to understand outcomes for Women of Color undergraduates involved in a national biomedical training program called the Building Infrastructure Leading to Diversity (BUILD) initiative. Using longitudinal data, we examined the impact of participation in the BUILD Scholars programs and BUILD-developed novel biomedical curriculum on undergraduate's research self-efficacy. Employing propensity score matching and multiple regression models, we found that Black women who participated in the BUILD scholars program reported higher research self-efficacy, whereas Latine and White undergraduate BUILD scholars had lower research self-efficacy. Additionally, Latine women who participated in novel biomedical curricula reported significantly lower research self-efficacy. We contend that disaggregated and intersectional analyses of subpopulations are necessary for improving understanding of program interventions and identifying areas where systems of exclusion may continue to harm students from minoritized backgrounds. We provide recommendations for future quantitative program evaluation practices and research in science, technology, engineering, mathematics, and medicine (STEMM) equity efforts.

Racial Disparities in Surgical Oncologic Research Funding and Impact on Diverse Populations

Racial disparities in surgical oncology research funding significantly impact minority researchers and diverse populations. This review explores historical factors contributing to the underrepresentation of minorities in academic medicine. Strategies for addressing these disparities include enhancing diversity in the physician workforce and improving funding opportunities for minority researchers, with the goal of improving patient outcomes and reducing cancer care disparities.

Underrepresented minority faculty in the USA face a double standard in promotion and tenure decisions

Underrepresented minority (URM) faculty face challenges in many domains of academia, from university admissions to grant applications. We examine whether this translates to promotion and tenure (P&T) decisions. Data from five US universities on 1,571 faculty members' P&T decisions show that URM faculty received 7% more negative votes and were 44% less likely to receive unanimous votes from P&T committees. A double standard in how scholarly productivity is rewarded is also observed, with below-average h-indexes being judged more harshly for URM faculty than for non-URM faculty. This relationship is amplified for faculty with intersectional backgrounds, especially URM women. The differential treatment of URM women was mitigated when external reviewers highlighted candidates' scholarship more in their review letters. In sum, the results support the double standard hypothesis and provide evidence that different outcomes in P&T decision-making processes contribute to the sustained underrepresentation of URM faculty in tenured faculty positions.

Research Priorities in Pediatric Asthma Morbidity: Addressing the Impacts of Systemic Racism on Children with Asthma in the United States. An Official American Thoracic Society Workshop Report

Background: In the United States, Black and Latino children with asthma are more likely than White children with asthma to require emergency department visits or hospitalizations because of an asthma exacerbation. Although many cite patient-level socioeconomic status and access to health care as primary drivers of disparities, there is an emerging focus on a major root cause of disparities-systemic racism. Current conceptual models of asthma disparities depict the historical and current effects of systemic racism as the foundation for unequal exposures to social determinants of health, environmental exposures, epigenetic factors, and differential healthcare access and quality. These ultimately lead to biologic changes over the life course resulting in asthma morbidity and mortality. Methods: At the 2022 American Thoracic Society International Conference, a diverse panel of experts was assembled to identify gaps and opportunities to address systemic racism in childhood asthma research. Panelists found that to examine and address the impacts of systemic racism on children with asthma, researchers and medical systems that support biomedical research will need to 1) address the current gaps in our understanding of how to conceptualize and characterize the impacts of systemic racism on child health, 2) design research studies that leverage diverse disciplines and engage the communities affected by systemic racism in identifying and designing studies to evaluate interventions that address the racialized system that contributes to disparities in asthma health outcomes, and 3) address funding mechanisms and institutional research practices that will be needed to promote antiracism practices in research and its dissemination. Results: A thorough literature review and expert opinion discussion demonstrated that there are few studies in childhood asthma that identify systemic racism as a root cause of many of the disparities seen in children with asthma. Community engagement and participation in research studies is essential to design interventions to address the racialized system in which patients and families live. Dissemination and implementation studies with an equity lens will provide the multilevel evaluations required to understand the impacts of interventions to address systemic racism and the downstream impacts. To address the impacts of systemic racism and childhood asthma, there needs to be increased training for research teams, funding for studies addressing research that evaluates the impacts of racism, funding for diverse and multidisciplinary research teams including community members, and institutional and financial support of advocating for policy changes based on study findings. Conclusions: Innovative study design, new tools to identify the impacts of systemic racism, community engagement, and improved infrastructure and funding are all needed to support research that will address impacts of systemic racism on childhood asthma outcomes.

Open Access: Opening or Closing Doors for Junior Faculty?

The Open Access movement has transformed the landscape of medical publishing. Federal regulations regarding Open Access have expanded in the USA, and journals have adapted by offering a variety of Open Access models that range widely in cost and accessibility. For junior faculty with little to no funding, navigating this ever-changing landscape while simultaneously balancing the pressures of publication and promotion may present a particular challenge. Open Access provides the opportunity to amplify the reach and impact of scientific research, yet it often comes at a cost that may not be universally affordable. In this perspective, we discuss the impact of Open Access through the lens of junior faculty in general internal medicine. We describe the potential benefits and pitfalls of Open Access on junior faculty with a focus on research dissemination and cost. Finally, we propose sustainable solutions at the individual and systems-level to help navigate the world of Open Access to promote career growth and development.

Native Hawaiian and Pacific Islander populations in genomic research

The role of genomic research and medicine in improving health continues to grow significantly, highlighting the need for increased equitable inclusion of diverse populations in genomics. Native Hawaiian and Pacific Islander (NHPI) communities are often missing from these efforts to ensure that the benefits of genomics are accessible to all individuals. In this article, we analyze the qualities of NHPI populations relevant to their inclusion in genomic research and investigate their current representation using data from the genome-wide association studies (GWAS) catalog. A discussion of the barriers NHPI experience regarding participating in research and recommendations to improve NHPI representation in genomic research are also included.

Fostering diversity in mathematics cognition

Integrating diverse perspectives in psychological science can enhance innovation in research and allow research teams to better study diverse populations of individuals through an authentic lens. Despite recent efforts to better address issues of race and ethnicity in research samples, the field of psychology broadly-and the area of mathematics cognition specifically-has largely failed to support scientists from diverse racial and ethnic backgrounds. In this essay, we consider the unique contributions that scholars of color can make to psychological research in mathematics cognition. Next, we reveal common challenges faced by scholars of color and challenges to recruiting and maintaining scholars of color in our community with a focus on Black scholars. Finally, we propose actions for diversifying the "pipeline" of promising scholars.

Advancing Cancer Workforce Capacity for American Indians and Alaska Natives: The Development of a Validated System to Optimize Trainee Participation and Outcome Tracking

Although American Indian and Alaska Native (AIAN) students are the most underrepresented group in the U.S. in biomedical and health sciences relative to population size, little is known about long-term research education programs and outcome tracking. For over 20 years, the Partnership for Native American Cancer Prevention (NACP) has been supported under the National Cancer Institute's (NCI)-funded Comprehensive Partnerships to Advance Cancer Health Equity (CPACHE) program. Programming included hands-on mentored research and an array of development opportunities. A validated tracking system combining participation records, institutional records, and enrollment/degree attainment from the National Student Clearinghouse documents outcomes. Collectively (2002-2022) NACP engaged 367 AIAN trainees, of whom 237 individuals earned 220 bachelors, 87 masters, and 34 doctoral/professional degrees. Approximately 45% of AIAN doctoral recipients are currently engaged in academic or clinical work, and 10% in industry or tribal leadership. A total of 238 AIAN students participated in mentored research, with 85% demonstrating strong outcomes; 51% attained a degree, and 34% are currently enrolled. Implementation of a robust tracking system documented acceleration in degree attainment over time. Next steps will evaluate the most impactful training activities on student outcomes.

The Health Disparities Research Industrial Complex

Research focused on health disparities-whether relating to one's race/ethnicity, gender expression, sexual orientation, citizenship status, income level, etc.-constitutes a large, generative, and highly profitable portion of scholarship in academic, clinical, and government settings. Health disparities research is expressed as a means of bringing greater attention to, and ultimately addressing via evidence-based implementation science, acts of devaluation and oppression that have continually contributed to these inequities. Philosophies underlying health disparities research's expansive and growing presence mirror the formal logic and ethos of the Military Industrial Complex and the Prison Industrial Complex. The "Health Disparities Research Industrial Complex," operationalized in this article, represents a novel mutation and extension of these complexes, primarily being enacted through these three mechanisms: 1) The construction and maintenance of beliefs, behaviors, and policies in healthcare, and society more broadly, that create and sustain disadvantages in minority health; 2) the creation and funding of research positions that inordinately provide non-minoritized people and those without relevant lived experiences the ability to study health disparities as "health equity tourists"; and 3) the production of health disparities research that, due to factors one and two, is incapable of fully addressing the disparities. In this piece, these and other core elements of the Health Disparities Research Industrial Complex, and the research bubble that it has produced, are discussed. Additionally, strategies for reducing the footprint and impact of the Health Disparities Research Industrial Complex and better facilitating opportunities for meaningful implementation in the field are presented.

Social Justice, Community Engagement, and Undergraduate STEM Education: Participatory Science as a Teaching Tool

Social justice is increasingly being seen as relevant to the science curriculum. We examine the intersection of participatory science, social justice, and higher education in the United States to investigate how instructors can teach about social justice and enhance collaborations to work toward enacting social justice. Participatory science approaches, like those that collect data over large geographic areas, can be particularly useful for teaching students about social justice. Conversely, local-scale approaches that integrate students into community efforts can create powerful collaborations to help facilitate social justice. We suggest a variety of large-scale databases, platforms, and portals that could be used as starting points to address a set of learning objectives about social justice. We also describe local-scale participatory science approaches with a social justice focus, developed through academic and community partnerships. Considerations for implementing participatory science with undergraduates are discussed, including cautions about the necessary time investment, cultural competence, and institutional support. These approaches are not always appropriate but can provide compelling learning experiences in the correct circumstances.

Diversity in research on aging: A new series

This editorial comments on the article by Gilmore et al.

Research and mentorship in behavior analysis from a lens of cultural responsiveness and antiracism

Although scientific endeavors strive to be objective, they are the work of individuals whose unique perspectives and experiences influence their research and interpretations of the world and data. Much has been said and written lately about the need to embed cultural responsiveness in behavior analysis and the need to enhance diversity in the field. In fact, similar conversations are taking place in many areas of science. Despite the current buzz, many behavioral researchers may be left wondering what they can do or whether it is incumbent on them to act. For the field of behavior analysis to move toward adopting the values of diversity, equity, inclusion, and access, members of the scientific community must actively engage in behaviors that foster inclusive and safe learning environments for students, engage in collaborative work, and incorporate culturally responsive research and mentorship practices. This article will describe some current practices, showcase exemplars of culturally responsive research and mentorship, and provide resources for researchers and mentors.

Elements of successful NIH grant applications

Is there a formula for a competitive NIH grant application? The Serenity Prayer may provide one: "Grant me the serenity to accept the things I cannot change, the ability to change the things I can, and the wisdom to know the difference." But how to tell the difference? In this Perspective, we provide an inclusive roadmap-elements of NIH funding. Collectively, we have over 30 y of peer review experience as NIH Scientific Review Officers in addition to over 30 y of program experience as NIH Program Officers. This article distills our NIH experience. We use Euclid's 13-book landmark, The Elements, as our template to humbly share what we learned. We have three specific aims: inform, guide, and motivate prospective applicants. We also address ways that support diversity and inclusion among applicants and young investigators in biomedical research. The elements we describe come from a wide range of sources. Some themes will be general. Some will be specific. All will be candid. The ultimate goal is a competitive application, serenity, and hopefully both.

The urgency of restructuring the landscape of behavioral medicine: Commentary from early-career diversity institute scholars

Structural and systemic barriers entrenched in academia have sustained for decades, and resulted in a lack of diversity in leadership positions, inequitable workloads for women and underrepresented racial/ethnic groups, and increasing issues with retention of faculty, particularly following the COVID-19 pandemic. Increasing opposition to diversity, equity, and inclusion (DEI) efforts in higher education via legislation, policies, and general anti-DEI sentiment contextualizes the importance of prioritizing DEI. The goal of this commentary is to open discussion among academic institutions regarding changes in DEI culture that will facilitate the growth of diverse early-career faculty (ECF). We use an adapted framework which incorporates DEI into a faculty competency model to (i) guide our discussion of the rationale for restructuring academic systems to promote DEI and (ii) recommend strategies for institutional progress for ECF that can translate across academic institutions. Implementing policies and practices that seek to recruit, retain, and support historically underrepresented ECF are needed, and may involve faculty mentorship programs, establishing equitable funding mechanisms, reforming faculty evaluation practices, and examining and correcting inequities in faculty workloads. The onus is on institutions to recognize and replace the exclusionary practices and biases that have existed within their walls, and continuously promote and monitor their DEI efforts and initiatives to ensure their efficacy. Inclusive academic cultures that demonstrate their value of diversity and commitment to equity promotion at all levels of the organization, including among ECF, are necessary for ensuring excellence in scholarship in academia.

Pluripotency of a founding field: rebranding developmental biology

The field of developmental biology has declined in prominence in recent decades, with off-shoots from the field becoming more fashionable and highly funded. This has created inequity in discovery and opportunity, partly due to the perception that the field is antiquated or not cutting edge. A 'think tank' of scientists from multiple developmental biology-related disciplines came together to define specific challenges in the field that may have inhibited innovation, and to provide tangible solutions to some of the issues facing developmental biology. The community suggestions include a call to the community to help 'rebrand' the field, alongside proposals for additional funding apparatuses, frameworks for interdisciplinary innovative collaborations, pedagogical access, improved science communication, increased diversity and inclusion, and equity of resources to provide maximal impact to the community.

Following the Principles of the Universe: Lessons from Plants on Individual and Communal Thriving

The means by which plants and other organisms exist in and respond to dynamic environments to support their thriving as individuals and in communities provide lessons for humans on sustainable and resilient thriving. First examined in my book, Lessons from Plants (Harvard University Press, 2021), I explore herein the following question: "How can plants teach us to be better humans?" I consider how insights gathered from plant physiology, phenotypic plasticity, and other plant growth phenomena can help us improve our lives and our society, with a focus on highlighting academic and scientific environments. Genetically identical plants can have very different appearances, metabolisms, and behaviors if the external environments in which they are growing differ in light or nutrient availability, among other environmental differences. Plants are even capable of transformative behaviors that enable them to maximize their chances of survival in dynamic and sometimes unfriendly environments, while also transforming the environment in which they exist in the process. Highlighting examples from research on, for instance, plants' responses to light and nutrient cues, I focus on insights for humans derived from lessons from plants. These lessons focus on how plants achieve their own purposes by following common principles of the universe on thriving and resilience as individuals and in communities.

Early Engagement in HIV Research: Evaluation of the Penn CFAR Scholars Program Aimed at Increasing Diversity of the HIV/AIDS Workforce

BACKGROUND

Demographic diversity is not represented in the HIV/AIDS workforce. Engagement of underrepresented trainees as early as high school may address this disparity.

METHODS

We established the Penn Center for AIDS Research (CFAR) Scholars Program, a mentored research experience for underrepresented minority (URM) trainees spanning educational stages from high school to medical school. The program provides participants with tailored educational programming, professional skill building, and mentored research experiences. We conducted qualitative interviews with scholar, mentor, and leadership groups to evaluate the program's impact.

RESULTS

Eleven participants were selected to partake in 1 of 5 existing mentored research programs as CFAR scholars. Scholars attended an 8-week HIV Seminar Series that covered concepts in the basic, clinical, behavioral, and community-based HIV/AIDS research. Program evaluation revealed that scholars' knowledge of HIV pathophysiology and community impact increased because of these seminars. In addition, they developed tangible skills in literature review, bench techniques, qualitative assessment, data analysis, and professional network building. Scholars reported improved academic self-efficacy and achieved greater career goal clarity. Areas for improvement included clarification of mentor-mentee roles, expectations for longitudinal mentorship, and long-term engagement between scholars. Financial stressors, lack of social capital, and structural racism were identified as barriers to success for URM trainees.

CONCLUSION

The Penn CFAR Scholars Program is a novel mentored research program that successfully engaged URM trainees from early educational stages. Barriers and facilitators to sustained efforts of diversifying the HIV/AIDS workforce were identified and will inform future program planning.

Applying anti-racist approaches to informatics: a new lens on traditional frames

Health organizations and systems rely on increasingly sophisticated informatics infrastructure. Without anti-racist expertise, the field risks reifying and entrenching racism in information systems. We consider ways the informatics field can recognize institutional, systemic, and structural racism and propose the use of the Public Health Critical Race Praxis (PHCRP) to mitigate and dismantle racism in digital forms. We enumerate guiding questions for stakeholders along with a PHCRP-Informatics framework. By focusing on (1) critical self-reflection, (2) following the expertise of well-established scholars of racism, (3) centering the voices of affected individuals and communities, and (4) critically evaluating practice resulting from informatics systems, stakeholders can work to minimize the impacts of racism. Informatics, informed and guided by this proposed framework, will help realize the vision of health systems that are more fair, just, and equitable.

Counterpoint: Preprints and the Future of Scientific Publishing-In Favor of Relevance

Peer-reviewed journals provide an invaluable but inadequate vehicle for scientific communication. Preprints are now an essential complement to peer-reviewed publications. Eschewing preprints will slow scientific progress and reduce the public health impact of epidemiologic research. The coronavirus disease 2019 (COVID-19) pandemic highlighted long-standing limitations of the peer-review process. Preprint servers, such as bioRxiv and medRxiv, served as crucial venues to rapidly disseminate research and provide detailed backup to sound-bite science that is often communicated through the popular press or social media. The major criticisms of preprints arise from an unjustified optimism about peer review. Peer review provides highly imperfect sorting and curation of research and only modest improvements in research conduct or presentation for most individual papers. The advantages of peer review come at the expense of months to years of delay in sharing research methods or results. For time-sensitive evidence, these delays can lead to important missteps and ill-advised policies. Even with research that is not intrinsically urgent, preprints expedite debate, expand engagement, and accelerate progress. The risk that poor-quality papers will have undue influence because they are posted on a preprint server is low. If epidemiology aims to deliver evidence relevant for public health, we need to embrace strategic uses of preprint servers.

Interdisciplinary approaches to advancing anti-racist pedagogies in ecology, evolution, and conservation biology

Racism permeates ecology, evolution, and conservation biology (EECB). Meaningfully advancing equity, inclusion, and belonging requires an interdisciplinary anti-racist pedagogical approach to educate our community in how racism shaped our field. Here, we apply this framework, highlight disparities and interdisciplinary practices across institutions globally, and emphasize that self-reflection is paramount before implementing anti-racist interventions.

Antiracist Research and Practice for Environmental Health: Implications for Community Engagement

BACKGROUND

Communities who experience disproportionate environmental exposures and associated adverse health outcomes have long been aware of, and worked to draw attention to, the role of racism in shaping those risks. A growing number of researchers are focusing on racism as a fundamental driver of racial inequities in environmental health. Importantly, several research and funding institutions have publicly committed to addressing structural racism within their organizations. These commitments highlight structural racism as a social determinant of health. They also invite reflection on antiracist approaches to community engagement in environmental health research.

OBJECTIVES

We discuss strategies for taking more explicitly antiracist approaches to community engagement in environmental health research.

DISCUSSION

Antiracist (as opposed to nonracist, color-blind, or race-neutral) frameworks entail thinking or acting in ways that explicitly question, analyze, and challenge policies and practices that produce or sustain inequities between racial groups. Community engagement is not inherently antiracist. There are, however, opportunities for extending antiracist approaches when engaging communities who are disproportionately harmed by environmental exposures. Those opportunities include a) promoting leadership and decision-making power by representatives from harmed communities, b) centering community priorities in identifying new research areas, and c) translating research into action by applying knowledge from multiple sources to disrupt policies and practices that create and sustain environmental injustices. https://doi.org/10.1289/EHP11384.

Assessment of US Federal Funding of Incarceration-Related Research, 1985 to 2022

IMPORTANCE

The US leads the world in the raw number of incarcerated persons as well as the rate of incarceration, with detrimental effects on individual-, family-, community-, and population-level health; as such, federal research has a critical role in documenting and addressing the health-related impacts of the US criminal legal system. How often incarceration-related research is funded at the National Institutes of Health (NIH), National Science Foundation (NSF), and US Department of Justice (DOJ) levels has a direct association with the public attention given to mass incarceration as well as the efficacy of strategies to mitigate negative effects and poor health related to incarceration.

OBJECTIVE

To understand how many incarceration-related projects have been funded at the NIH, NSF, and DOJ.

DESIGN, SETTING, AND PARTICIPANTS

This cross-sectional study used public historical project archives to search for relevant incarceration-related keywords (eg, incarceration, prison, parole) since January 1, 1985 (NIH and NSF), and since January 1, 2008 (DOJ). Quotations and Boolean operator logic were used. All searches and counts were conducted and double verified by 2 coauthors between December 12 and 17, 2022.

MAIN OUTCOMES AND MEASURES

Number and prevalence of funded projects related to incarceration and prison keywords.

RESULTS

The term incarceration resulted in 3540 of 3 234 159 total project awards (0.11%) and prisoner-related terms resulted in 11 455 total project awards (0.35%) across the 3 federal agencies since 1985. Nearly a tenth of all projects funded at NIH since 1985 related to education (256 584 [9.62%]) compared with only 3373 projects (0.13%) that related to criminal legal or criminal justice or correctional system and 18 projects (0.0007%) that related to incarcerated parents. Only 1857 (0.07%) of all NIH-funded projects have been funded related to racism since 1985.

CONCLUSIONS AND RELEVANCE

This cross-sectional study found that a very low number of projects about incarceration have historically been funded at the NIH, DOJ, and NSF. These findings reflect a dearth of federally funded studies investigating the effects of mass incarceration or intervention strategies to mitigate adverse effects. Given the consequences of the criminal legal system, it is undoubtedly time for researchers, and our nation, to invest more resources into studying whether this system should be maintained, the intergenerational effects of mass incarceration, and strategies to best mitigate its impact on public health.

Gender, Racial, and Ethnic and Inequities in Receipt of Multiple National Institutes of Health Research Project Grants

Importance

Diversity in the biomedical research workforce is essential for addressing complex health problems. Female investigators and investigators from underrepresented ethnic and racial groups generate novel, impactful, and innovative research, yet they are significantly underrepresented among National Institutes of Health (NIH) investigators.

Objective

To examine the gender, ethnic, and racial distribution of super NIH investigators who received 3 or more concurrent NIH grants.

Design, Setting, and Participants

This cross-sectional study included a national cohort of NIH-funded principal investigators (PIs) from the NIH Information for Management, Planning, Analysis, and Coordination (IMPAC II) database from 1991 to 2020.

Exposures

Self-identified gender, race and ethnicity, annual number of NIH grant receipt, career stage, and highest degree.

Main Outcomes and Measures

Distribution of investigators receiving 3 or more research project grants, referred to as super principal investigators (SPIs), by gender, race, and ethnicity.

Results

Among 33 896 investigators in fiscal year 2020, 7478 (22.01%) identified as Asian, 623 (1.8%) as Black, 1624 (4.8%) as Hispanic, and 22 107 (65.2%) as White; 21 936 (61.7%) identified as men; and 8695 (35.3%) were early-stage investigators. Between 1991 and 2020, the proportion of SPIs increased 3-fold from 704 (3.7%) to 3942 (11.3%). However, SPI status was unequal across gender, ethnic, and racial groups. Women and Black PIs were significantly underrepresented among SPIs, even after adjusting for career stage and degree, and were 34% and 40% less likely than their male and White colleagues, respectively, to be an SPI. Black women PIs were the least likely to be represented among SPIs and were 71% less likely to attain SPI status than White men PIs (adjusted odds ratio, 0.29; 95% CI, 0.21-0.41).

Conclusions and Relevance

In this cross-sectional study of a national cohort of NIH-funded investigators, the gender, ethnic, and racial gaps in receipt of multiple research project grants among NIH investigators was clearly apparent and warrants further investigation and interventions.