Community voices: sowing, germinating, flourishing as strategies to support inclusion in STEM
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2022
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The systems of oppression in society and science are deeply intertwined1, which becomes evident
when analysing the senior positions at universities and scientific institutions and the editorial
boards of scientific journals. Although it is possible to observe diversity among students and
early career scientists, white, cisgender males from developed countries are still predominant in
leadership positions1. The current academic gatekeeping system allows the maintenance of a
discriminatory pyramid1 that excludes underrepresented groups along with their academic
career in a phenomenon called the “leaky pipeline”2. Gender disparity (i.e., the disproportionate
access to resources and participation in different environments between men and women) arises
as a consequence of this pyramid1 and is potentialized by other systems of oppression, including
racism, ableism, xenophobia, and 2SLGBTQIA + phobia (i.e., the prejudice against Two-Spirit,
Lesbians, Gays, Bisexuals, Transexuals, Queer, Intersexual, Asexual and others)3. Despite being
recognized in the literature, these different forms of discrimination in Science, Technology,
Engineering, and Mathematics (STEM) are often approached separately3.
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DIELE-VIEGAS, Luisa Maria et al. Community voices: sowing, germinating, flourishing as strategies to support inclusion in STEM. Nature Communications, London, v. 13, n. 1, p. 3219, 2022. DOI: 10.1038/s41467-022-30981-6. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9184504/pdf/41467_2022_Article_30981.pdf. Acesso em: 9 mar. 2023.