Pub Date : 2021-03-01DOI: 10.1177/2372732220984806
Sahana Mukherjee, M. J. Perez
The United States is a nation of immigrants with significant ethnic and racial diversity. Yet, American identity is associated with European-Americans and their cultural values, defining ethnic minorities as less American. Experiences of identity denial are associated with negative mental and physical health outcomes, as well as lower political and civic engagement. Perceptions of prototypical American-ness link to a wide range of social policy about language, affirmative action, and redistribution. A cultural psychological perspective analyzes the contexts that promote exclusive conceptions of American identity, and it focuses on individual people who make up these contexts. Policies that recognize minority-group cultures and acknowledge the historical injustices against them can promote inclusive conceptions of American identity.
{"title":"All Americans are Not Perceived as “True” Americans: Implications for Policy","authors":"Sahana Mukherjee, M. J. Perez","doi":"10.1177/2372732220984806","DOIUrl":"https://doi.org/10.1177/2372732220984806","url":null,"abstract":"The United States is a nation of immigrants with significant ethnic and racial diversity. Yet, American identity is associated with European-Americans and their cultural values, defining ethnic minorities as less American. Experiences of identity denial are associated with negative mental and physical health outcomes, as well as lower political and civic engagement. Perceptions of prototypical American-ness link to a wide range of social policy about language, affirmative action, and redistribution. A cultural psychological perspective analyzes the contexts that promote exclusive conceptions of American identity, and it focuses on individual people who make up these contexts. Policies that recognize minority-group cultures and acknowledge the historical injustices against them can promote inclusive conceptions of American identity.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"34 - 41"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220984806","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44333390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/2372732220984491
A. Croft, Ciara Atkinson, Alexis M. May
Progress toward gender equality has slowed or stalled in recent years, primarily because gender stereotypes and roles are changing more quickly for women than men. Women are increasingly free to behave more like men, whereas a similar freedom for men (to behave more like women) has been slower to emerge. Expectations governing men remain rigid: They are discouraged from showing weakness/vulnerability and encouraged to assert masculinity by demonstrating strength/toughness. These expectations undermine men’s emotional flexibility, which not only harms their physical health and well-being but also systematically impedes gender equality efforts. We summarize both the direct and indirect consequences of men’s relative emotional inflexibility, as well as cultural and psychological barriers to men’s emotional flexibility development. We then provide empirically based policy recommendations for cultivating emotional flexibility in men, which could in turn foster their physical and mental health, undermine traditional gender stereotypes, and promote broader gender equality in the United States.
{"title":"Promoting Gender Equality by Supporting Men’s Emotional Flexibility","authors":"A. Croft, Ciara Atkinson, Alexis M. May","doi":"10.1177/2372732220984491","DOIUrl":"https://doi.org/10.1177/2372732220984491","url":null,"abstract":"Progress toward gender equality has slowed or stalled in recent years, primarily because gender stereotypes and roles are changing more quickly for women than men. Women are increasingly free to behave more like men, whereas a similar freedom for men (to behave more like women) has been slower to emerge. Expectations governing men remain rigid: They are discouraged from showing weakness/vulnerability and encouraged to assert masculinity by demonstrating strength/toughness. These expectations undermine men’s emotional flexibility, which not only harms their physical health and well-being but also systematically impedes gender equality efforts. We summarize both the direct and indirect consequences of men’s relative emotional inflexibility, as well as cultural and psychological barriers to men’s emotional flexibility development. We then provide empirically based policy recommendations for cultivating emotional flexibility in men, which could in turn foster their physical and mental health, undermine traditional gender stereotypes, and promote broader gender equality in the United States.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"42 - 49"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220984491","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45534445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/2372732220980092
C. Moss‐Racusin, Evava S. Pietri, Jojanneke Van der Toorn, L. Ashburn-Nardo
Women are missing from Science, Technology, Education, and Mathematics (STEM) fields, undermining intellectual inclusivity, meritocracy goals, national competitiveness, and high-quality advances. Solutions require not only hiring more women, but boosting their sustainable representation (i.e., their lasting, substantial presence and valued engagement). Evidence-based policies can shift organizational culture, enabling women’s full and durable participation. The present review presents (1) numerous causes of women’s underrepresentation in STEM and (2) evidence-based interventions to tackling these causes. Specific policy initiatives (derived from the scientific evidence) would promote the sustainable representation of women in STEM.
{"title":"Boosting the Sustainable Representation of Women in STEM With Evidence-Based Policy Initiatives","authors":"C. Moss‐Racusin, Evava S. Pietri, Jojanneke Van der Toorn, L. Ashburn-Nardo","doi":"10.1177/2372732220980092","DOIUrl":"https://doi.org/10.1177/2372732220980092","url":null,"abstract":"Women are missing from Science, Technology, Education, and Mathematics (STEM) fields, undermining intellectual inclusivity, meritocracy goals, national competitiveness, and high-quality advances. Solutions require not only hiring more women, but boosting their sustainable representation (i.e., their lasting, substantial presence and valued engagement). Evidence-based policies can shift organizational culture, enabling women’s full and durable participation. The present review presents (1) numerous causes of women’s underrepresentation in STEM and (2) evidence-based interventions to tackling these causes. Specific policy initiatives (derived from the scientific evidence) would promote the sustainable representation of women in STEM.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"50 - 58"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220980092","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49512270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/2372732220984173
Paul A. O’Keefe, Hae Yeon Lee, Patricia Chen
Too often, students fall short of their potential. Although structural and cognitive factors can contribute to this underperformance, how students subjectively construe themselves and their educational contexts can also play significant roles. Social-psychological interventions can increase student motivation, resilience, and achievement by altering these construals. To provide general recommendations for their implementation, we focus on interventions that address common student concerns, which stem from maladaptive beliefs that (a) intelligence cannot be improved; (b) some academic topics are uninteresting and personally irrelevant; (c) learning is an unplanned, passive activity; and (d) others think that “people like me” do not have the potential for success. These interventions tend to be relatively brief, easily implemented, highly scalable, and low in cost, time, and labor. Through a partnership of psychological scientists and practitioners, these carefully contextualized, theory-driven interventions can help students achieve their potential.
{"title":"Changing Students’ Beliefs About Learning Can Unveil Their Potential","authors":"Paul A. O’Keefe, Hae Yeon Lee, Patricia Chen","doi":"10.1177/2372732220984173","DOIUrl":"https://doi.org/10.1177/2372732220984173","url":null,"abstract":"Too often, students fall short of their potential. Although structural and cognitive factors can contribute to this underperformance, how students subjectively construe themselves and their educational contexts can also play significant roles. Social-psychological interventions can increase student motivation, resilience, and achievement by altering these construals. To provide general recommendations for their implementation, we focus on interventions that address common student concerns, which stem from maladaptive beliefs that (a) intelligence cannot be improved; (b) some academic topics are uninteresting and personally irrelevant; (c) learning is an unplanned, passive activity; and (d) others think that “people like me” do not have the potential for success. These interventions tend to be relatively brief, easily implemented, highly scalable, and low in cost, time, and labor. Through a partnership of psychological scientists and practitioners, these carefully contextualized, theory-driven interventions can help students achieve their potential.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"84 - 91"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220984173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49304377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/2372732220983855
Rebecca Covarrubias
The educational landscape of the United States has shifted as more low-income, first-generation Latinx students enroll in 4-year universities. Despite this, many underlying structures and practices of these institutions still reflect the cultural norms of culturally dominant groups (e.g., White, upper-to-middle-class, continuing-generation), privileging individualism. This overlooks the cultural values of low-income, first-generation Latinx students, who often prioritize interdependent connections and obligations. When universities do not recognize familial obligations, students must decide between helping family or doing well in school—which complicates their capacity to succeed academically. To graduate diverse future leaders and build a diverse workforce, educators and policymakers must consider that investing in students means investing in their families, too. Concrete examples, from small interventions to large-scale policy changes, illustrate meaningful investment strategies.
{"title":"What We Bring With Us: Investing in Latinx Students Means Investing in Families","authors":"Rebecca Covarrubias","doi":"10.1177/2372732220983855","DOIUrl":"https://doi.org/10.1177/2372732220983855","url":null,"abstract":"The educational landscape of the United States has shifted as more low-income, first-generation Latinx students enroll in 4-year universities. Despite this, many underlying structures and practices of these institutions still reflect the cultural norms of culturally dominant groups (e.g., White, upper-to-middle-class, continuing-generation), privileging individualism. This overlooks the cultural values of low-income, first-generation Latinx students, who often prioritize interdependent connections and obligations. When universities do not recognize familial obligations, students must decide between helping family or doing well in school—which complicates their capacity to succeed academically. To graduate diverse future leaders and build a diverse workforce, educators and policymakers must consider that investing in students means investing in their families, too. Concrete examples, from small interventions to large-scale policy changes, illustrate meaningful investment strategies.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"3 - 10"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220983855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46468292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/2372732220984800
Jessica Shropshire, Kerri L. Johnson
Numerous attempts to improve diversity by way of changing the hearts of decision makers have fallen short of the desired outcome. One underappreciated factor that contributes to bias resides not in decision makers’ hearts, but instead in their minds. People possess images, or mental representations, for specific roles and professions. Which mental image or representation springs spontaneously to mind depends on the current status quo within a field. Whether or not an individual or groups’ appearance matches visual stereotypes results in perceptually mediated preferences and prejudices, both of which harbor pernicious assumptions about who belongs in a professional setting and why. Leveraging these scientific insights can enact change. Shifting visible exemplars can change people’s mental representations and their heart’s evaluative reactions to others.
{"title":"Harnessing Visible Representation to Mitigate Bias","authors":"Jessica Shropshire, Kerri L. Johnson","doi":"10.1177/2372732220984800","DOIUrl":"https://doi.org/10.1177/2372732220984800","url":null,"abstract":"Numerous attempts to improve diversity by way of changing the hearts of decision makers have fallen short of the desired outcome. One underappreciated factor that contributes to bias resides not in decision makers’ hearts, but instead in their minds. People possess images, or mental representations, for specific roles and professions. Which mental image or representation springs spontaneously to mind depends on the current status quo within a field. Whether or not an individual or groups’ appearance matches visual stereotypes results in perceptually mediated preferences and prejudices, both of which harbor pernicious assumptions about who belongs in a professional setting and why. Leveraging these scientific insights can enact change. Shifting visible exemplars can change people’s mental representations and their heart’s evaluative reactions to others.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"27 - 33"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220984800","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45256397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/2372732220980757
Erin P. Hennes, Layla Dang
A hallmark feature of the common law tradition is reliance on past decisions, or precedent, to resolve legal ambiguity and ensure consistency across similar cases. Yet the intent of precedent—to safeguard equity—may be undermined by nonconscious psychological processes. The behavioral and brain sciences show that decision-making can be contaminated by a human proclivity (endemic among both judges and laypeople) to justify and legitimize extant societal arrangements. Examples from case law and empirical legal studies illustrate how precedent may impede social justice in ways that are predictable from psychological theory. Highlighted in particular are barriers to justice disproportionately encountered by members of historically disadvantaged groups. The article closes with a discussion of opportunities for institutional reform and a call for continued scholarship examining the prevalence and impact of status-quo-maintaining biases in the legal system.
{"title":"The Devil We Know: Legal Precedent and the Preservation of Injustice","authors":"Erin P. Hennes, Layla Dang","doi":"10.1177/2372732220980757","DOIUrl":"https://doi.org/10.1177/2372732220980757","url":null,"abstract":"A hallmark feature of the common law tradition is reliance on past decisions, or precedent, to resolve legal ambiguity and ensure consistency across similar cases. Yet the intent of precedent—to safeguard equity—may be undermined by nonconscious psychological processes. The behavioral and brain sciences show that decision-making can be contaminated by a human proclivity (endemic among both judges and laypeople) to justify and legitimize extant societal arrangements. Examples from case law and empirical legal studies illustrate how precedent may impede social justice in ways that are predictable from psychological theory. Highlighted in particular are barriers to justice disproportionately encountered by members of historically disadvantaged groups. The article closes with a discussion of opportunities for institutional reform and a call for continued scholarship examining the prevalence and impact of status-quo-maintaining biases in the legal system.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"76 - 83"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220980757","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44608849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/2372732220982628
H. S. Versey
Assessing the impact of climate change requires analyzing humans generally, as well as identifying unique and elevated risks among subgroups. Incorporating intersectional approaches (e.g., those focused on issues of poverty, place, and race) into public policy may highlight how communities and individuals with fewer resources experience compounded vulnerability to climate-related risks. An intersectional framework yields implications for research and policy in two ways, both broadly and specifically for marginalized groups. First, climate change research and policy would benefit from a more active articulation of intersectionality in its models of adaptation and vulnerability by recognizing groups at high risk for negative outcomes, including distress and displacement. Second, as psychologists document mental health outcomes associated with climate change, engaging in cross-disciplinary discussions will strengthen strategies aimed at reducing mental health disparities.
{"title":"Missing Pieces in the Discussion on Climate Change and Risk: Intersectionality and Compounded Vulnerability","authors":"H. S. Versey","doi":"10.1177/2372732220982628","DOIUrl":"https://doi.org/10.1177/2372732220982628","url":null,"abstract":"Assessing the impact of climate change requires analyzing humans generally, as well as identifying unique and elevated risks among subgroups. Incorporating intersectional approaches (e.g., those focused on issues of poverty, place, and race) into public policy may highlight how communities and individuals with fewer resources experience compounded vulnerability to climate-related risks. An intersectional framework yields implications for research and policy in two ways, both broadly and specifically for marginalized groups. First, climate change research and policy would benefit from a more active articulation of intersectionality in its models of adaptation and vulnerability by recognizing groups at high risk for negative outcomes, including distress and displacement. Second, as psychologists document mental health outcomes associated with climate change, engaging in cross-disciplinary discussions will strengthen strategies aimed at reducing mental health disparities.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"67 - 75"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220982628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46741407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/2372732220983840
I. Onyeador, S. Hudson, Neil A. Lewis
Many organizations are working to address diversity, equity, and inclusion. Organizations frequently use implicit bias to explain disparities and marshal implicit bias training as a solution. Implicit bias is difficult to change and trainings do not yield more diversity in organizations, so organizations should move beyond implicit bias trainings in their diversity, equity, and inclusion efforts. Organizations should (a) use trainings to educate members of their organizations about bias and about organizational efforts to address diversity, equity, and inclusion; (b) prepare for, rather than accommodate, defensive responses from dominant group members; and (c) implement structures that foster organizational responsibility for diversity, equity, and inclusion goals; opportunities for high-quality intergroup contact; affinity groups for underrepresented people; welcoming and inclusive messaging; and processes that bypass interpersonal bias. Although no simple, one-size-fits-all solutions address organizational diversity, organizational leaders have many tools they can use to design more effective diversity strategies.
{"title":"Moving Beyond Implicit Bias Training: Policy Insights for Increasing Organizational Diversity","authors":"I. Onyeador, S. Hudson, Neil A. Lewis","doi":"10.1177/2372732220983840","DOIUrl":"https://doi.org/10.1177/2372732220983840","url":null,"abstract":"Many organizations are working to address diversity, equity, and inclusion. Organizations frequently use implicit bias to explain disparities and marshal implicit bias training as a solution. Implicit bias is difficult to change and trainings do not yield more diversity in organizations, so organizations should move beyond implicit bias trainings in their diversity, equity, and inclusion efforts. Organizations should (a) use trainings to educate members of their organizations about bias and about organizational efforts to address diversity, equity, and inclusion; (b) prepare for, rather than accommodate, defensive responses from dominant group members; and (c) implement structures that foster organizational responsibility for diversity, equity, and inclusion goals; opportunities for high-quality intergroup contact; affinity groups for underrepresented people; welcoming and inclusive messaging; and processes that bypass interpersonal bias. Although no simple, one-size-fits-all solutions address organizational diversity, organizational leaders have many tools they can use to design more effective diversity strategies.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"19 - 26"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220983840","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42583992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-11DOI: 10.1177/2372732220984183
Cydney H. Dupree, C. M. Boykin
In an ideal world, academia serves society; it provides quality education to future leaders and informs public policy—and it does so by including a diverse array of scholars. However, research and recent protest movements show that academia is subject to race-based inequities that hamper the recruitment and retention of scholars of color, reducing scientific impact. This article provides critical systemic context for racism in academia before reviewing research on psychological, interpersonal, and structural challenges to reducing racial inequality. Policy challenges include (a) the cultivation of harmful stereotypes, (b) the education of racially ignorant future leaders, and (c) the dedication of resources to science that informs only a few, rather than many. Finally, recommendations specify critical features of hiring, retention, transparency, and incentives that can diversify academia, create a more welcoming environment to scholars of color, and maximize the potential for innovative and impactful science.
{"title":"Racial Inequality in Academia: Systemic Origins, Modern Challenges, and Policy Recommendations","authors":"Cydney H. Dupree, C. M. Boykin","doi":"10.1177/2372732220984183","DOIUrl":"https://doi.org/10.1177/2372732220984183","url":null,"abstract":"In an ideal world, academia serves society; it provides quality education to future leaders and informs public policy—and it does so by including a diverse array of scholars. However, research and recent protest movements show that academia is subject to race-based inequities that hamper the recruitment and retention of scholars of color, reducing scientific impact. This article provides critical systemic context for racism in academia before reviewing research on psychological, interpersonal, and structural challenges to reducing racial inequality. Policy challenges include (a) the cultivation of harmful stereotypes, (b) the education of racially ignorant future leaders, and (c) the dedication of resources to science that informs only a few, rather than many. Finally, recommendations specify critical features of hiring, retention, transparency, and incentives that can diversify academia, create a more welcoming environment to scholars of color, and maximize the potential for innovative and impactful science.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"11 - 18"},"PeriodicalIF":3.8,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220984183","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44148486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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