I believe that as educators and scientists we must actively work towards enriching our scientific community with individuals from diverse backgrounds. As it currently stands, the system selects for individuals who have impressive CVs, their successes documented by high GPAs and research experience. Though these are widely accepted metrics for success, they strongly disfavour many individuals1 who do not fit the ideal ‘cookie cutter’ trainee – me included. Many of these prospective trainees, who may be brilliant thinkers and experimentalists, are simply filtered out and never given a chance. We must provide equitable access and exposure to science so that instead of the system selecting against these trainees, it becomes them choosing a future in science. By doing so, we embrace community cultural wealth2 and strengthen both our research and our community by improving educational outcomes.
As a child of immigrants, my career path and trajectory were meticulously planned out for me. I faced endless hurdles navigating not only their expectations, but society’s expectations on my journey as a queer woman of colour in STEM. I hope to share with my students and trainees my non-traditional journey towards becoming a research biologist, both in terms of personal and scientific growth. We will design positive, inclusive, and community-focused environments for students and trainees to explore science in their own comfort zone. We will build a culture of belonging where every individual is seen, and every voice is heard. By embracing our different strengths and life experiences, we will create environments where all can succeed.
If this resonates with you, please consider joining us ❤️.
- Weatherton, M. & Schussler, E. E. Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education. CBE Life Sci Educ 20, es3 (2021).
- Yosso, T. J. Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education 8, 69-91 (2005).