Reflections and Actions for Creating an

Inclusive Research Environment

Bryan Dewsbury1,3 and Shannon Seidel2
1
Department of Biological Sciences, The University of Rhode Island, Kingston, Rhode
Island
2
Department of Biology, Pacific Lutheran University, Tacoma, Washington
3
Corresponding author: dewsbury@uri.edu

In order for the scientific enterprise to ensure equitable participation for all
identities, the settings of professional research labs must cultivate an environ-
ment that is inclusive of all backgrounds. We explore here strategies to consider
for research labs interested in cultivating inclusive environments. Investigators
enacting inclusive strategies must understand the social context of the lab mem-
bers and their reasons for engaging in science research. For this to be authentic,
principal investigators should spend time exploring their own social position-
ing as well as the purpose of their professional engagement. We unpack the
philosophies behind these constructs and provide specific suggestions to pre-
pare individuals to fully engage in the practice of inclusive mentoring in science
research labs. © 2020 Wiley Periodicals LLC.

Keywords: inclusion r mentoring r research lab

How to cite this article:

Dewsbury, B., & Seidel, S. (2020). Reflections and actions for creating an
inclusive research environment. Current Protocols Essential Laboratory
Techniques, 21, e43. doi: 10.1002/cpet.43

INTRODUCTION Horenstein & Johnson, 2010). This results in

Research labs in institutions of higher being one of a myriad of reasons why under-
education have an opportunity to play a key representation is so pervasive at the graduate
role in including more students from histor- student, postdoctoral, and ultimately professor
ically disenfranchised identities (HDIs) in level (Metcalf, 2014). At the graduate level,
the scientific enterprise. Evidence from the STEM doctoral students are expected to spend
percentages of HDIs present in many STEM significant time at the bench being supervised
professions speaks to the reality that univer- for the development of their skills. This often
sities and colleges still have a long way to go blurs the lines between apprenticeship and
in this regard (Nelson, Brammer, & Rhoads, employee, the latter being a means for the PI
2007). Many studies have identified chilly lab to acquire cheap labor. Pressures on research
climates as a reason why HDI students choose scientists to access scarce funding sources,
not to remain in basic research labs (Figueroa publish often, and add to departmental and
& Hurtado, 2007). Therefore, it is likely that institutional prestige sometimes encourage
the ability of Principal Investigators (PIs) to the use of these students to fulfill grant obli-
cultivate an atmosphere of inclusion would go gations rather than to cultivate independent
a long way in helping to retain these students. scientists (Edwards & Roy, 2017). Many of
The structure of scientific research, par- these situational factors remain relevant today,
ticularly at R1 institutions, is infused with but the demographics of the doctoral students,
inherently inequitable structures. Very often, the national uses for the skills of doctorally
in the absence of intentional and targeted trained students, and the contributions re-
programs, the students who self-seek under- quired from them has changed. This creates
graduate research experiences are those with problems attracting HDIs to the research
existing social and academic capital (Behar- enterprise in the first place, but once there, Dewsbury and
Seidel

Current Protocols Essential Laboratory Techniques e43, Volume 21 1 of 8

Published in Wiley Online Library (wileyonlinelibrary.com).
doi: 10.1002/cpet.43
© 2020 Wiley Periodicals LLC
 many students are supervised by mentors engage in continuous self-reflection. For the
who themselves have not been fully trained PI, this entails coming to terms with one’s own
in thoughtful and inclusive lab environment social positioning. Most U.S. research profes-
practices. There are consequences associated sors are white (Flowers, 2012), a statistic that
with this lack of knowledge. In its absence, is not disconnected from the social privileges
mentors can default to an imprinting model, differentially afforded to this group of Amer-
assuming that the behaviors, attitudes, and icans over the last several hundred years. It
approaches that worked for them will be simi- is critical that PIs come to terms with their
larly successful with their mentees, regardless own relationship with this historical reality,
of the uniqueness of their social context. as this is what allows for empathy for others
Cultivating inclusive lab environments whose social experience is radically different.
requires the adoption of a different mindset Self-reflection should happen both on the indi-
pertaining to training and mentorship. In an vidual level and as a lab collective. Structured
inclusive model, the individual mentee is opportunities for the lab to discuss issues and
more important than the techniques, in that successes, and examine its social operations,
the cultivation of their uniqueness is what best are key to ensuring that inclusion and equity
positions them to bring their whole selves to are not taken for granted. In the process of
the scientific inquiry process. In doing so, the cultivating an inclusive environment, there
scientific community benefits from their new may be instances where you as PI may need
ideas and paradigms with respect to the dis- to be challenged on an issue. Humility and the
cipline. This is important also because “doing willingness to listen to dialogue are necessary
science” through authentic research experi- so that mentees are not afraid to approach you
ences remains the key mechanism through to discuss any item of discomfort. A dialogic
which students from HDI backgrounds enter relationship (see below) can be crucial in
scientific research careers. In this article, we establishing this comfort. Additionally, it be-
discuss ways in which PIs can reflect and take hooves you as a PI to engage in literature about
action to cultivate inclusive lab environments. the social contexts of education and the his-
Our suggestions focus on the centrality of tory of power and access in the United States
dialogic relationships as the key to inclusive and the world. Many of the identity contin-
lab environments. Readers interested in trans- gencies experienced by lab employees are not
forming their own labs toward creating more a function of innate shortcomings; rather they
inclusive environments will explore how to: are the result of social messages subliminally
• Define the role that they as mentors play in (or overtly) communicated to them about what
cultivating inclusive lab environments, par- constitutes competency in the field. Humility
ticularly for mentees from HDIs means engaging this history knowing that this
• Describe strategies that can be employed to sociohistorical scholarship is likely an area
develop dialogic relationships with mentees where you may need to grow your knowledge.
• Identify specific and practical strategies to A few suggestions that help support an attitude
create inclusive lab climates of self-reflection and humility include:
1. Identify one book or area of study you need
to engage in to better understand the social
SELF WORK context of education (see Table 1 for sug-
gestions).
Understanding your positionality 2. Maintain a schedule of regular check-ins
Inclusive mentoring demands psychoso- (beneficial for lab members as well) that
cial skills that are not typical components of keeps you up to date on how employees
professional science development. For those are navigating your lab environment. En-
new to this type of thinking, it should not be sure that in those check-ins, space is pro-
expected that one would be perfect at engag- vided for feedback on how you can be a
ing one’s mentees on this level immediately. better PI (see below).
In fact, social relationships by definition are 3. Pay attention to nonverbal cues and be-
exercises of constant learning. Therefore, havioral nuances that suggest an unwilling-
inclusive mentoring should not be viewed ness to engage. Cues can include employ-
as a specific to-do list that once completed ees seeming distracted or withdrawn. It is
achieves inclusion, but more as an iterative possible that they may not always be will-
process of constant self-reflection and per- ing to articulate their feelings and therefore
Dewsbury and sonal growth. It is important therefore for the you may need to be proactive in asking if
Seidel
PI to have a process in place to authentically something is wrong.
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Table 1 Suggested Readings on the Social Context of Education

Area of study Suggested reading Context

Social factors Savage Inequalities by In this book, the author explores the
impacting access to Jonathan Kozol (Kozol, development and consequences of
education 2012) school segregation. This book could
be useful in understanding
socioeconomic diversity of
incoming college students.
Power distribution When affirmative This book details how power
historically in the action was white by Ira systematically benefitted very
United States Katznelson particular groups in history. It may
(Katznelson, 2005) help one explore one’s own social
positioning.
Inequity and the college Paying the Price by This book explains how the cost
experience Sara Goldrick-Rab structure of higher education
(Goldrick-Rab, 2016) exacerbates student
disenfranchisement. It is useful for
understanding the everyday reality
of college students.

Understanding your “why” Understanding your “why” requires deep,

There is often an assumption that at- ongoing, and meaningful self-reflection. Over
tainment of a position of privilege such as the course of a career, elements of the “why”
directing a research lab group automatically may change. However, fully understanding
makes an individual a mentor. We argue that the deeper, non-content elements that turn
it positions them to be a potential mentor, your vocation into a calling is necessary to
but mentorship requires skills and ways of give the mechanistic aspects of the job a sense
thinking that are not necessarily packaged in of purpose. In this context, it is important to
conventional STEM training programs. The understand that the concept of “why” is some-
paradigm of inclusive mentorship requires the thing that would be unique to you. Therefore,
mentor to step outside of the technical func- every scientist, including the future scientists
tions of the lab and consider the skills needed in your lab, should be supported in their own
to respond to the social dynamics presented unique pursuits to explore their “why.”
by the individual mentee. This in turn neces- Dewsbury, Reid, and Weeks (2013) de-
sitates a better understanding of how social signed a seminar series where several scien-
contexts writ large inform how and why peo- tists were asked to reflect on their own profes-
ple engage in scientific practice. For mentors, sional journeys and in the process explore their
the first step should be an inward reflection why. It would be helpful to view some of these
exploring their own meaning and purpose conversations (https:// case.fiu.edu/ biology/
as it pertains to their professional choices. quantifying-biology-in-the-classroom/
Professional researchers spend a significant confluence/ ) as you begin the process of
amount of time communicating “what” they your own self reflection. Consider creating a
do through publications and professional written record of these reflections and being
presentations. Few of those communication transparent with your lab team periodically
avenues provide the same amount of space for on why those deep-seated passions drive you
them to articulate “why” they do what they every day. The following actions may be a
do. When pressed, many scientists can hark helpful place to start.
back to specific situations or individuals who 1. Reflect on your past: When did you first be-
helped them explore deep, abiding passions come passionate about pursuing a research
or ways in which they can do profound good career? What makes you excited to answer
in the world. Fully understanding one’s sense the scientific questions you are pursuing?
of meaning and purpose for engaging in In what ways do you envision your work
scientific research is important if one is to be will improve the good of the world?
positioned to help mentees do that exploration 2. Recall your experiences in science at the
themselves. stage of career in which your current Dewsbury and
Seidel

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 mentees are. Did you know then what you your own (e.g., Fruscione & Baker, 2018).
know now about your own career aspira- What resources are available on your cam-
tions? How have you changed? What al- pus?
lowed that change to occur? 3. Decide for yourself and your lab group how
much time you are willing to allow students
Paradigms of student research lab to invest in their professional development
involvement outside of the project they are doing in your
Every member of the research team is likely lab. Recognize the benefits of experiences
to have a different reason for pursuing an op- like teaching, serving on advisory groups,
portunity in your program. For those at the and visiting industry labs for students in-
undergraduate stage in their careers, there is terested in other careers.
likely a great deal of exploration still happen-
ing, and it is not certain (nor required) that they
will wind up running a lab like you are. Even STUDENT AWARENESS
graduate students are now wise to the reality
that many careers exist other than “research Individual development plan
professor,” the default role that most labs are Individual development plans (IDPs) were
set up to prepare them for. It is worth reflecting recommended by the Advisory Committee
on and understanding why different students to the NIH Director and became a stan-
choose to be part of your program. This needs dard part of postdoctoral training in 2013
to be an intentional exercise, because con- (https:// grants.nih.gov/ grants/ guide/ notice-
ventional lab structures and processes do not files/ not-od-13-093.html). Since then, these
encourage that line of questioning. Funding plans have been encouraged for graduate
agencies provide support via line items in students as well in order to provide individual-
specifically articulated budgets. The individ- ized career planning and explicit conversation
ual who is paid from that line item can thus around individual goals, mentoring needs,
be viewed as simply fulfilling the obligations training needs, and reflection on successes
of that payment without any real thought for and challenges in the research lab throughout
their personal skill development. Similarly, the the training process. Typically, an IDP is com-
high-stakes pathway that is the tenure track re- pleted annually, with opportunities to reflect
search professoriate places enormous pressure on progress since the previous year’s IDP and
on early, voluminous productivity. Lab mem- goals for the next year. While the reflection is
bers in early-career faculty member programs done by the mentees themselves, the mentor
may be seen in this context simply as poten- meeting that occurs after completion is a
tial contributors to the production machine, chance for you as a PI to focus solely on that
with little attention paid to their personal individual, their needs, and their career goals.
growth. In the first year, this meeting may also be a
Since the higher education machine priv- chance for the mentee to share accessibility
ileges conveyor-belt type productivity over issues or concerns about working in the lab, in-
the cultivation of self, it is up to the PI to be cluding but not limited to accommodations for
intentional about crafting an experience that physical disabilities or mental health needs.
reflects the personal goals of the students in While most IDPs have been designed for in-
their program. Supporting students in their dividuals at the graduate or postdoctoral level,
own self-reflection process and the creation of they can easily be modified to support under-
an individual development plan (see below) graduate students in the research lab, which is
can go a long way in moving beyond the a powerful time for career exploration. Many
apprentice model to an approach that is more PIs spend a lot of time with their graduate stu-
inclusive. There are specific questions that dents and postdocs doing the work of the lab,
can be asked of students to assist in their own discussing data, and writing papers; however,
reflections on their pathway, but prior to that it this time may not directly address the individ-
is worth asking some questions of yourself: ual goals and needs of the mentee. The IDP is a
1. Think about the role you play as PI in help- simple structure that creates the conditions for
ing lab members cultivate a sense of mean- a dialogic relationship (discussed below).
ing and purpose. Do you see this as part of 1. Familiarize yourself with IDPs. You could
your job description? consider the one from the Stanford Bio-
2. Seek out resources and connections that sciences Graduate Program (https:// bio
Dewsbury and will equip you to support and prepare stu- sciences.stanford.edu/ current-students/
Seidel dents for careers that are different from idp/ ) as a starting place to generate your
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 own. What other questions or conversa- 2. Ensure that the meetings are actual dia-
tions would you like to have with your logues. In other words, provide opportuni-
mentees? ties for employees to voice any concerns
2. Consider the following questions: How of- about their experience in your lab without
ten do you currently have explicit con- fear of reprisal. You might consider allow-
versations with your mentees about their ing your mentee to develop the agenda for
career goals, mentorship needs, and pro- such meetings or collaboratively develop
fessional progress? Who typically initiates an agenda so both parties are involved.
those conversations if and when they oc- 3. Ask intentionally about ways in which you
cur? Are they occurring with all of your can be a better support structure for them.
mentees? If not, who is not having these Undergraduate students for example may
conversations with you and why? be more reticent to proactively request cer-
tain things, so it behooves the PI to antic-
Dialogic relationships ipate, informed by dialogue, the kinds of
Although the IDP is a tool for your mentee things needed for their personal and pro-
to use in order to reflect, this can also be the fessional development.
basis for a dialogic relationship. Dialogic
relationships come from the Freirean edu-
cational tradition (1970), where authentic CLIMATE
pedagogies writ large are based on the cultiva-
tion of relationships between instructors and Ground rules and structures
students. Education in this context should not If an intentional structure is not present
be thought of as limited to formal classroom in the lab environment, it becomes all too
settings. Any opportunity where learning and easy for broader social inequities to replicate
growth can occur, including in the research themselves. Ground rules help address the
lab, is an opportunity for education to happen. tendencies that even the well-meaning have
Similar to some conventional classrooms, it to give into their implicit biases, react emo-
is tempting for lab relationships to rely on tionally over using reason, and respond to cir-
unidirectional didactic models, where let- cumstances inappropriately due to ignorance.
tered PIs simply tell students what to do and Rules and structures serve to communicate
how the world works. A different approach the basic value system of the lab, such that
with using the IDP changes that philosophy any new member comes to quickly understand
somewhat. The IDP provides the mentee a how inclusion is achieved and upheld in your
meaningful quantifiable mechanism to moni- program. Rules can include respect for pro-
tor their progress on specific projects as well noun use where applicable, assigned times for
as their longer-term visions and goals. The speaking during lab meetings, and statements
IDP is also an opportunity for the mentee to on zero tolerance policies for racist and sexist
reflect on their evolving thoughts and feelings behavior. Ground rules message that though
on how their professional work aligns with the inclusive lab is a place where ideologies
their personal vision for impacting the world. and new ideas are aggressively pursued and
In an inclusive lab where the mentee is not simultaneously challenged, engaging that pur-
simply a line-item technician, constantly suit can be done in a safe climate of respect.
engaging them about this aspect of their Safe spaces in this context means that indi-
personal professional development is crucial. viduals of diverse backgrounds and identities
Mentees should feel comfortable enough to can feel authentically included in that pursuit.
discuss with their supervisors their evolving Some considerations for establishing ground
thoughts on how the work they are doing is rules include:
impacting them. These conversations should 1. Create a values statement that is read and
be periodic, regular, and ongoing, as this signed by every member of the lab. This
is what provides you as PI the opportunity should be similar to safety rules associated
to mentor the employee in accordance with with lab protocols and equipment. This
their own evolving interests on the basis of way there is no ambiguity on what behav-
an authentic dialogic relationship. Some sug- ioral expectations are as they pertain to eq-
gestions for the maintenance of meaningful, uity.
ongoing dialogic relationships include 2. Develop a system for team contributions
1. Maintain a schedule where each lab mem- during lab meetings. In an average gather-
ber has private, individual meetings with ing of team members, some individuals are Dewsbury and
you as their PI. Seidel
more likely to dominate the conversation
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Current Protocols Essential Laboratory Techniques
 and be less mindful of time if given free mentee’s professional development. The fol-
reign. A time quota for each participant en- lowing actions may help you become aware
sures that those more likely to withdraw are of your mechanisms of critique and when they
provided an opportunity to contribute. might be most or least effective.
3. Provide mechanisms for handling conflict. 1. Reflect on the question: What is your pre-
This can range from ensuring mandatory ferred way of receiving critical feedback?
report protocols are followed should that To what extent is this how you give critical
level of resolution become necessary, to feedback?
providing space for dialogues between par- 2. Think back on your time as a PI: When
ties that are having issues. For the latter, the has critique gone poorly with one of your
PI may consider seeking training support mentees? How might you have approached
in conflict resolution so they can appropri- that critique differently?
ately handle different types of conflicts. 3. Discuss with your mentees: What is your
goal in critiquing their work? How can you
Tone of critiques work together to ensure that they get the
Set a lab climate where critiques are wel- feedback they need from you while also
comed by mentees because they are help- feeling supported in their work?
ful to their growth and focused on profes-
sional development rather than a failure in Engaging social issues directly
the lab. Critiques that cause mentees to ques- PIs who cultivate inclusive lab environ-
tion their competence and value in the lab- ments recognize that while the lab is a space
oratory may disproportionately affect HDI with obvious physical limitations, the social
students. Research on stereotype threat has environment of its members extends into
shown that in environments where an individ- different aspects of their reality. When pro-
ual holds a stereotyped identity and the stakes foundly negative events occur within one of
are high, the extra effort required to overcome these aspects, it is sometimes difficult to create
the stereotype can lead to more errors and mental separation between the physical lab
worse outcomes (first described by Steele & and the impact those events may have on the
Aaronson, 1995). While stereotype threat has individual. Inclusive lab environments create
primarily been tested in high-stakes testing sit- space for lab members to be comfortable to
uations, the impact may hold true for the re- discuss the ways in which they are impacted
search lab as well. This may cause the most by and engage in broader social issues. Part
marginalized students in the research lab to of this engagement may be the highlighting
be most susceptible to making errors that re- of the ways in which issues of race, class
quire critique. On top of the added challenges and hierarchical power manifest themselves
caused by stereotype threat, because these stu- even within the lab environment. When social
dents do not see themselves represented in fissures erupt in inequitable social spaces,
the laboratory already, they are less likely to PIs should be prepared to address the ways
have a strong sense of belonging and science in which this eruption might disrupt the lives
identity, both of which are correlated with in- of its members, but also explore the ways in
creased persistence (Trujillo & Tanner, 2014). which they can take collective and personal
So what does this mean for HDI students in the responsibility toward a solution.
research lab? It means that the tone of critique In the absence of direct engagement, mem-
matters and that care must be taken with the bers of a lab whose values align with the cause
tone of critique. If you have developed a strong being addressed or whose identity is similar
dialogic relationship with students, their pre- to those being impacted are then left with
ferred mechanism of feedback can be dis- the task of emotionally navigating this space
cussed well in advance of any specific critique. on their own. Other lab members should not
Some students may know that they prefer di- use the presence of these individuals as an
rect feedback, while others might prefer some uncompensated resource to placate their own
time and space to process feedback, and there- ambivalence on these issues, but seek to un-
fore would like to receive it in written form. By derstand the depth of the work they need to do
considering your preferred styles of critique themselves. For example, in Spring 2020 a na-
and setting up the culture both explicitly and tionwide and international protest movement
implicitly to focus critiques on the growth and unfolded in response to the death of George
development of the mentee, the process can Floyd, who perished due to a police restrain-
Dewsbury and run more smoothly and the feedback can be re- ing procedure that resulted in asphyxiation.
Seidel ceived in a way that is safe and effective for the The resulting protests, public statements, and
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pledges for action have asked those of us with allow for meaningfully engaging the members
power and privilege to be specific about the of the research program. In the subsequent
steps they will take toward antiracist practices. dialogic engagement, PIs interested in culti-
As a lab, regardless of disciplinary focus, PIs vating an inclusive lab environment must be
and lab members can collectively consider prepared to invest time in fully understanding
what structures within their area of study, the professional, social, and personal contexts
academic societies, institution, and research of their lab members. People will have differ-
environment they can inspect to ensure that ent reasons that motivate them to be part of
racist and classist hierarchies are not perpetu- the scientific enterprise, and not all of those
ated. This is how an inclusive lab can directly reasons will align with those of the PI. This
engage in social issues of the time, regardless does not mean that they cannot be dedicated,
of their intellectual relevance to lab content. valuable contributors to the professional goals
To engage in this process authentically, PIs of the lab. For some, their identity as an aca-
should consider the following strategies. demic may perhaps be evolving, and inclusion
1. Identify a reading list on equity and in- proffers that some space and support is pro-
clusion. Science research labs are typically vided to allow that evolution to happen. PIs
constantly reading in their discipline, but that promote inclusive labs understand that di-
equity work requires constantly reinforcing versity of ideas and backgrounds is ultimately
your knowledge base about social struc- beneficial to the research process, but for those
tures and the ways in which they perpet- benefits to be realized, its participants should
uate social issues. This should be treated feel comfortable bringing their whole selves
with the same rigor, reverence, and vigor to the lab. Lastly, science and scientists do
as reading science papers in the discipline. not exist in a vacuum, separate from broader
2. Use individual sessions to gauge and dis- issues of equity and social justice. Therefore,
cuss (if appropriate) how social issues are as individuals who generally enjoy enormous
impacting your team. In this scenario, you privilege, PIs should take a leadership role
should not assume that all lab members are in rooting inequity from their own research
impacted similarly by the same situations. spaces, speaking truth to power within their
Being transparent about your own feelings professional organizations and being willing
provides an opportunity for mentees to de- to engage difficult conversations particularly
termine what and how much they may be when they are likely to impact lab members.
willing to share on the topic. The work to create inclusive lab spaces is
3. Be brave and consistent in challenging con- lifelong and PIs should embrace the likelihood
ventional structures that perpetuate racism. that there will be several imperfect moments
Scientific societies are only as bold as their during the journey. However, the commitment
members as it pertains to how deeply they to the process, and the acceptance of the
will speak out on racist policies and struc- aspirational goal is crucial if the scientific
tures. An inclusive lab is one that recog- community is to eventually actualize into a
nizes that its responsibility is not only to its truly inclusive and equitable space.
members, but to the professional culture to
which it belongs.
ACKNOWLEDGMENTS
This work is/was supported by the USDA
CONCLUSION National Institute of Food and Agriculture,
Inclusive lab environments are spaces
Hatch Formula project 1011285
where individuals from any background, in-
cluding HDI students, can enter and become
their best scientific selves. The social reality AUTHOR CONTRIBUTIONS
is such that identity contingencies, implicit Bryan Dewsbury: Conceptualization; re-
and explicit racism, and the lack of training of sources; writing-original draft; writing-review
most lab PIs in this area work in concert to of- & editing. Shannon Seidel: Conceptualiza-
ten prevent this from happening. PIs who are tion; writing-original draft; writing-review &
interested in cultivating inclusive labs must editing.
first consider the role that their own position-
ing, mentality, and relative knowledge play in LITERATURE CITED
the process. This reflection can be encapsu- Behar-Horenstein, L. S., & Johnson, M. L. (2010).
Enticing students to enter into undergraduate re-
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behind why one engages in a particular career Dewsbury and
ate course. Journal of College Science Teaching, Seidel
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Current Protocols Essential Laboratory Techniques