Scientific Workforce Research Articles

Factors affecting adolescents' science career expectations in Asian and Western top-performing educational systems

In the digital era, the supply of science workforce determines the growth of an economic system. We compared the impacts of potential factors (gender, socioeconomic status, science achievement, motivations, and epistemic beliefs) on adolescents' science career expectations, and examined whether there were commonalities and differences across academically top-performing economies. Specifically, we contrasted Asian economies [Beijing-Shanghai-Jiangsu-Guangdong (BSJG)—China, Chinese Taipei, Hong Kong, Japan, Korea, Macao, Singapore] against high-achieving or large Western countries with many science-job seekers (Australia, Canada, Estonia, Finland, New Zealand, UK, USA) using the Programme for International Student Assessment (PISA) 2015 data set. Results showed: (a) Although not all Western countries excelled in science achievement in this comparison group, generally they (except Finland and Estonia) had higher instrumental motivation; and attracted more girls, students weak in science, and even low in science enjoyment to join science careers. (b) Singapore was outstanding in having many students attracted to science careers as in the Western economies and had excellent science achievement. (c) Many of the other Asian economies were strong in science, but had relatively low enjoyment, instrumental motivation, and epistemic belief in science; and had fewer adolescents attracted to science careers. Relations between students' characteristics and their career expectations in Science and Engineering, Health Service, and Information and Communications Technology categories were also examined.

A Model for Enhancing the Science Workforce

This mini-review will focus on a US Presidential Award/National Science Foundation/ AAAS recognized program that offers research experiences for all interested students. The quality of the research experiences will be documented by citations of student (208 students) co-authored peer reviewed papers and evidence will be presented that students are turned on to research by the method of Oppenheimer mentoring, that will be described. The career outcomes of the students will be detailed and it will be shown that this program is a model for enhancing the science workforce.

Increasing Diversity in Developmental Biology.

The demographic profile of the scientific and biomedical workforce in the United States does not reflect the population at large (https://ncses.nsf.gov/pubs/nsf21321/data-tables; www.census.gov), raising concerns that there will be too few trained researchers in the future, the scope of research interests will not be broad enough, gaps in equity and social justice will continue to increase, and the safeguards to the integrity of the scientific enterprise could be jeopardized. To diversify the pool of scientists, the Society for Developmental Biology (SDB) developed the Choose Development! Program—a two-summer immersion for undergraduate students belonging to underrepresented (UR) populations in STEM to join the research laboratory of an established SDB member. This research-intensive experience was augmented by a multi-tier mentoring plan for each student, society-wide recognition, professional development activities and networking at national meetings. The strengths of the Choose Development! Program were leveraged to expand inclusion and outreach at the Society’s leadership level, the Board of Directors (BOD), which then led to significant changes that impacted the SDB community. The cumulative outcomes of the Choose Development! Program provides evidence that community-based, long-term advocacy, and mentoring of young UR scientists is successful in retaining UR students in scientific career paths and making a scientific society more inclusive.

Effects of the COVID-19 Pandemic on Authors and Reviewers of American Geophysical Union Journals.

The COVID‐19 pandemic affected the scientific workforce in many ways. Many worried that stay‐at‐home orders would disproportionately harm the productivity and well‐being of women and early‐career scientists, who were expected to shoulder more childcare, homeschooling, and other domestic duties while also interrupting field and lab research, essential for career advancement. AGU journal submission and author and reviewer demographic data allowed us to investigate the effect the pandemic may have had on many Earth and space scientists, especially on women and early career scientists. However, we found that submissions to AGU journals increased during the pandemic as did total submissions from women (with no difference in the proportion). Although the rate at which women agreed to review decreased slightly (down 0.5%), women still made up a larger proportion of agreed reviewers during the pandemic compared to 2 years earlier. Little difference was seen overall in median times to complete reviews except with women in their 40s and 70s, suggesting that they were affected more during the pandemic than other age and gender groups. Although AGU's data do not show that the effects of the pandemic decreased women's participation in AGU journals, the lag between research and writing/submitting may still be seen in later months, which we will continue to report on as we analyze the data. The stay‐at‐home orders may also have allowed people to devote time to writing up research conducted prepandemic; writing too can be done during down‐time hours, which may have supported the increase in submissions to and reviews for AGU journals.

The increasing role of Indonesian women in soil science: Current & future challenges

Gender equality is one of the UN sustainable development goals less discussed in soil science in Indonesia. There is limited information regarding soil science education, and the role of women in Indonesia. This study aimed to provide an overview of the issue of gender equality in Indonesian soil science. We surveyed the number of women soil science students, lecturers, and researchers from 2016 to 2020. Twenty-seven soil science undergraduate programs were identified across government-owned universities in Indonesia. The number of students in soil science is steadily increasing in the last five years, each year with about 1500 new students enroll in soil science. The number of female students also increased with an average proportion of 55% in 2020. However, the number of women academics was only 30%, representing a disproportion of gender equity. The Indonesian soil science society had 35% women members. Students still perceive soil science would be better taught by men lecturers as it involves fieldwork. Nevertheless, more students preferred to be supervised by women lecturers. Our data also revealed that women academics had less opportunity to receive Ph.D. degrees, became professors, and occupied leadership positions in the university. We discuss barriers that hinder women's academics careers in Indonesia, including social and cultural values and organizational barriers. Soil science academics should prepare a gender-equal soil science workforce to the growing population. Thus, supporting the Indonesian soil scientists' women and achieving a more gender balance target is vital for accelerating soil science education, enhancing research opportunities, and managing agriculture to support economic growth.

Physician Bias and Clinical Trial Participation in Underrepresented Populations.

Physician Bias and Clinical Trial Participation in Underrepresented Populations.

Achieving Health Equity Through Digestive Diseases Research and Scientific Workforce Diversity

In recent years, the COVID-19 pandemic, economic instability, and tragic cases of race-based violence and injustice have brought to light deep-seated inequalities with profound impacts on health. These events have served as a clarion call to confront health disparities related to race, ethnicity, and gender. This moment compels us to listen, reflect, and take collective action in a meaningful way within our spheres of influence in research and medicine, including the field of gastroenterology. We applaud the American Gastroenterological Association (AGA) on its efforts to address disparities in digestive diseases and ensure health equity, including its Equity Project and this “DEI in GI” column in Gastroenterology, emphasizing diversity, equity, and inclusion activities.

Intersectional inequalities in science

The US scientific workforce is primarily composed of White men. Studies have demonstrated the systemic barriers preventing women and other minoritized populations from gaining entry to science; few, however, have taken an intersectional perspective and examined the consequences of these inequalities on scientific knowledge. We provide a large-scale bibliometric analysis of the relationship between intersectional identities, topics, and scientific impact. We find homophily between identities and topic, suggesting a relationship between diversity in the scientific workforce and expansion of the knowledge base. However, topic selection comes at a cost to minoritized individuals for whom we observe both between- and within-topic citation disadvantages. To enhance the robustness of science, research organizations should provide adequate resources to historically underfunded research areas while simultaneously providing access for minoritized individuals into high-prestige networks and topics.

Dissemination and implementation science resources, training, and scientific activities provided through CTSA programs nationally: Opportunities to advance D&I research and training capacity.

Clinical and Translational Science Award (CTSA) Program hubs are well-positioned to advance dissemination and implementation (D&I) research and training capacity nationally, though little is known about what D&I research support and services CTSAs provide. To address this gap, the CTSA Dissemination, Implementation, and Knowledge Transfer Working Group conducted an environmental scan of CTSAs (2017-2018). Of 67 CTSA institutions, we contacted 43 that previously reported delivering D&I research services. D&I experts from these institutions were emailed a survey assessing D&I resources, services, training, and scientific projects. Responses were categorized and double-coded by study authors using a content analysis approach. Thirty-five of the 43 D&I experts (81.4%) responded. Challenges to CTSAs in developing and supporting D&I science activities were related to inadequate D&I science workforce (45.7%) and lack of understanding of D&I science (25.7%). Services provided included consultation/mentoring programs (68%), pilot funding/grants (50%), and workshops/seminars/conferences (46%). Training and workforce development in D&I were frequently identified as future priorities. Recommendations included increase training to meet demand (68.6%), accessible D&I tools/resources (34.3%), greater visibility/awareness of D&I methods (34.3%), consultation services (22.9%), and expand D&I science workforce (22.9%). CTSAs have tremendous potential to support the advancement and impact of D&I science across the translational continuum. Despite the growing presence of D&I science in CTSAs, continued commitment and prioritization are needed from CTSA and institutional leadership to raise awareness of D&I science and its value, meet training demands, and develop necessary infrastructure for conducting D&I science.

Racial and Gender Diversity Among Students and Faculty in EHAC-Accredited Environmental Health Sciences Programs: Trend Analysis from 2009 to 2021.

Diversity in the environmental health sciences (EHS) workforce is crucial in providing culturally sensitive services to diverse communities. This may be influenced by academic faculty training a diverse student body in the field of environmental health. This study aimed to characterize the diversity of students and faculty in EHS programs accredited by the National Environmental Health Science and Protection Accreditation Council (EHAC). A retrospective analysis was conducted on secondary data obtained from annual surveys administered to program directors in EHAC-accredited academic programs that included both undergraduate and graduate EHS degrees. The database covered surveys on gender and race that were conducted by EHAC for 12 academic years spanning 2009-2010 to 2020-2021. Results show most students (undergraduate and graduate) were female (54.4% and 52.1%, respectively) and white (61.0% and 50.7%, respectively). Increasing trends were observed over the last 12 years (2009-2021) in female undergraduate (from 53.7% to 59.8%) and graduate (from 47.1% to 60.3%) students and in non-white undergraduate students (from 40.0% to 48.2%). Most faculty (teaching in undergraduate and graduate programs) were male (64.4% and 64.3%, respectively) and white (77.9% and 92.1%, respectively). Increasing trends were observed from 2009 to 2021 in female faculty teaching undergraduate (from 27.7% to 42.2%) and graduate (from 31.3% to 42.1%) students. Native American, Alaska Native, Native Hawaiian, and Pacific Islander are consistently the most underrepresented racial groups in both undergraduate and graduate students and faculty. This study provides baseline data on the diversity of students and faculty in EHAC-accredited programs, which is important in informing future research and efforts to increase such diversity. Gender and racial disparity in EHS students and faculty needs to be addressed to provide necessary support to women and non-White constituents by institutional change in culture through active recruitment and by stronger collaboration between professional organizations and minority groups.

Advancing diversity, equity, and inclusion within clinical and translational science training programs: A qualitative content analysis of the training breakout session at the national CTSA program meeting.

Diversity, equity, and inclusion (DEI) in clinical and translational science (CTS) are paramount to driving innovation and increasing health equity. One important area for improving diversity is among trainees in CTS programs. This paper reports on findings from a special session at the November 2020 Clinical and Translational Science Award (CTSA) national program meeting that focused on advancing diversity and inclusion within CTS training programs. Using qualitative content analysis, we identified approaches brought forth to increase DEI in KL2 career development and other training programs aimed at early-stage CTS investigators, beyond the six strategies put forth to guide the breakout session (prioritizing representation, building partnerships, making it personal, designing program structure, improving through feedback, and winning endorsement). We used an inductive qualitative content analysis approach to identify themes from a transcript of the panel of KL2 program leaders centered on DEI in training programs. We identified four themes for advancing DEI within CTS training programs: 1) institutional buy-in; 2) proactive recruitment efforts; 3) an equitable application process; and 4) high-quality, diverse mentorship. Implementing these strategies in CTS and other training programs will be an important step for advancing DEI. However, processes need to be established to evaluate the implementation and effectiveness of these strategies through continuous quality improvement, a key component of the CTSA program. Training programs within the CTSA are well-positioned to be leaders in this critical effort to increase the diversity of the scientific workforce.

From insights to action: Enriching the clinical and translational research workforce by developing diverse and inclusive career programs.

Diversification of the Translational Science workforce is a strategic goal for the National Center for the Advancement of Translational Science (NCATS) program. NCATS has identified the development of translational science education, training, and support for a diverse translational science workforce as key to advancing the growing field of translational science. An annual mixed-methods assessment has been conducted on Common Metrics data submitted by over 60 Clinical & Translational Science Awards (CTSA) programs nationwide and includes metrics addressing recruitment and retention of scientists with particular attention to underrepresented persons and women. This article describes a methodology for the development of From Insights to Action, a resource for guiding program implementation and strategic planning to develop a diverse clinical and translational science workforce. This was informed by the Common Metrics Initiative process and constituted of findings from qualitative interviews of a subset of CTSAs that participated. The dissemination of this guide had several impacts, including providing structural foci for the CTSA Fall 2020 program meeting centered on Diversity, Equity, and Inclusion in translational science; addressing NCATS' goal of workforce diversity; and understanding the number of diverse graduates still engaged in research.

Science Advocacy 101: Realizing the Benefits, Overcoming the Challenges.

To many researchers interested in connecting their research to policy decisions and advocating for increased federal investment in science, the federal policy-making and appropriations processes may feel distant and difficult to navigate. The goal of this article is to provide an overview of the federal budget and legislative processes, as well as an understanding of the congressional offices and committees managing these processes, with information about how policymakers incorporate evidence into their work and the challenges they face. The article describes the policy-making ecosystem, in particular the role of the advocacy community. We identify specific points in the process that provide opportunities for researchers and advocates to weigh in on important issues such as federal funding for science and the scientific workforce. Case studies are provided demonstrating two advocacy successes. Finally, we provide a list of relevant resources.

Celebrating 100 years of insulin with Dr Elizabeth Seaquist.

Celebrating 100 years of insulin with Dr Elizabeth Seaquist.

Advancing scientific excellence through inclusivity in the NIH BRAIN Initiative

Leveraging breadth and depth of the scientific workforce invites creativity, relevance, and differing views that directly tie into innovation and problem solving. The NIH BRAIN Initiative is using a multi-pronged strategy to enhance diversity and inclusion toward promoting the best science.

Policies and Practices to Improve the Chemistry Graduate Student Experience: Implications of the ACS Survey of Graduate Students

STEM graduate education is vitally important in producing the talent needed to fuel our economy and provide solutions for the challenges we face in emerging diseases and climate change. Yet recent research indicates that women and students who identify as members of minority groups traditionally underrepresented in STEM face extraordinary challenges in their graduate careers. This commentary describes ways in which chemistry graduate education could become more supportive and inclusive through changes by graduate students, faculty, departments, funding agencies, and professional organizations. As a result the scientific workforce could utilize the full range of available talent and become more productive.

The Chemistry Graduate Student Experience: Findings from an ACS Survey

Graduate training is a key element in producing a scientific workforce that reflects the nation’s diversity. This paper examines data from a 2013 American Chemical Society (ACS) survey of 2,544 chemistry masters and doctoral students and reveals barriers to reaching this goal. Multivariate statistical analyses indicate that women reported significantly less supportive relationships with advisors. Women were less likely to plan to finish their degrees, and for PhD students, the discrepancy was larger for students at the start of their graduate program. Women were also less likely to pursue the next level of training, and the gender difference related to postdoctoral plans was greater for those who identified with a racial–ethnic group traditionally underrepresented in chemistry (underrepresented minority, URM). URM students who were beyond the first year of their graduate program reported significantly less supportive relationships with peers. They were also less likely to have funding sufficient to meet their needs and more often used personal resources including loans. Despite these difficulties, URM students were more likely to definitely plan to finish their degrees, and men who identified as URM were more likely to plan to pursue postdoctoral work. Independent of gender and identification as URMs, students in more highly ranked schools reported less advisor support. Extensive open-ended comments indicated that large proportions of the students desired more attention and meaningful feedback from advisors and changes within their programs to promote support for students and advisor accountability. Suggestions for future research are given, and a companion commentary discusses needed directions for change.

Misconceptions and myths surrounding “negative emissions”

Misconceptions and myths surrounding “negative emissions”

Building skill-sets, confidence, and interest for diverse scientific careers in the biological and biomedical sciences.

Many biological science PhD graduates are increasingly pursuing careers outside of academia. Subsequently, PhD training programs are increasing their efforts to broaden their awareness of diverse career opportunities, with a firm knowledge of the skills necessary for success. At Yale University, for two semesters we have offered a new course for graduate students in the biological sciences titled “Skills Development for Diverse Scientific Careers” (BBS 550b). This course addressed career‐related topics not covered in any curriculum at Yale such as how to run clinical trials, the business side of biotech, how to convert CVs into resumes, and resilience for early career scientists. We sought to better equip students to think broadly about their career options by exposing them to non‐academic biomedical career avenues. Furthermore, the course fulfilled a gap in current curricular offerings to prepare students for multiple science career trajectories. Results on a pre‐post course survey demonstrated increases in students’ interest for, knowledge of, and confidence in securing a position in multiple nontraditional career sectors. Intentional course design can provide an adequate foundation to broaden awareness of myriad career options available to bioscientists. Broadening student knowledge and interest levels will contribute substantially to developing a robust scientific workforce.

The rapid, massive growth of COVID-19 authors in the scientific literature.

We examined the extent to which the scientific workforce in different fields was engaged in publishing COVID-19-related papers. According to Scopus (data cut, 1 August 2021), 210 183 COVID-19-related publications included 720 801 unique authors, of which 360 005 authors had published at least five full papers in their career and 23 520 authors were at the top 2% of their scientific subfield based on a career-long composite citation indicator. The growth of COVID-19 authors was far more rapid and massive compared with cohorts of authors historically publishing on H1N1, Zika, Ebola, HIV/AIDS and tuberculosis. All 174 scientific subfields had some specialists who had published on COVID-19. In 109 of the 174 subfields of science, at least one in 10 active, influential (top 2% composite citation indicator) authors in the subfield had authored something on COVID-19. Fifty-three hyper-prolific authors had already at least 60 (and up to 227) COVID-19 publications each. Among the 300 authors with the highest composite citation indicator for their COVID-19 publications, most common countries were USA (n = 67), China (n = 52), UK (n = 32) and Italy (n = 18). The rapid and massive involvement of the scientific workforce in COVID-19-related work is unprecedented and creates opportunities and challenges. There is evidence for hyper-prolific productivity.