Why EDI-D?
There is a dire need for equity, diversity, inclusion, and decolonization (EDI-D) tools and resources in academia, particularly those that are tailored to the biomedical sciences in a Canadian context.
Education and resource tools that foster diversity and offer inclusion in the curriculum, leadership, and academic practices of the biomedical sciences at Ontario post-secondary institutions are insufficient. To retain diverse scholars, learners, educators, and staff along with presenting curricula that will engage individuals of different identities and lived experiences, we need to educate and develop empathy within academic environments in Ontario post-secondary institutions. Although a multitude of resources exists, they are not housed on one platform and are presented in an interactive and engaging way for learners and educators.
To fill this gap, Inclusive Science 4 All is a digital toolkit of EDI-D modules and resources to support learners, educators, and staff in the biomedical sciences.
Because inclusivity matters in the biomedical sciences.
Approximately 50% of life science undergraduate students – especially those who are women, first-generation, or racialized – are more likely to consider leaving their undergraduate research programs.
Scientific careers of underrepresented groups, especially in early academic stages, end prematurely despite their crucial role in generating novel scientific discoveries [1, 2, 3]. These students more commonly report negative lab environments and a lack of gaining important knowledge or skills [3].
A diversity-innovation paradox exists within science in Canada.
Higher rates of the novelty of ideas are discovered by diversely gendered and/or non-white scholars, yet these ideas are often underappreciated, ignored, and not universally adopted [1, 2]. Barriers that contribute to inequities in science include the lack of effective mentors, hostile learning environments, experiences of biases and microaggressions, colonial/patriarchal cultures of science, and lack of institutional support structures to foster retention and success [2, 4]. Fortunately, we are beginning to see a shift in the culture, especially at the Canadian Institutes of Health Research and the Natural Sciences and Engineering Research Council of Canada. With their implementation of EDI action plans and considerations in the Canada Research Chair Program [5, 6] and scholarship, improvements in the representation of successful applicants have increased since 2017. However, Ontario post-secondary institutions need to adequately follow suit and change the way the biomedical sciences are taught and accessed by diversifying material, opportunities, and curriculum to include more than just a Euro-centric perspective.
We offer a toolkit on EDI-D in the biomedical sciences that includes:
Interactive modules and videos that discuss key concepts of EDID in the biomedical sciences.
Additional resources and guides to implement and use in science and academic settings.