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Equity, Diversity, Inclusion, and Accessibility in Science

Scientific research grapples with complex problems best addressed by the combined intelligence of researchers with diverse identities, backgrounds, and perspectives.

Ensuring that diverse ways of knowing are represented in science requires commitment and action from those who publish and disseminate scientific research. 

FACETS and its publisher—Canadian Science Publishing—have pledged to help build a more equitable, diverse, inclusive, and accessible culture in science publishing.

In support of this pledge, FACETS has curated a collection of articles that

  • identify barriers to participation in and access to scientific research,
  • give voice to the experiences of researchers through perspectives, editorials, and case studies,
  • demonstrate how a more diverse and inclusive landscape can lead to better science, and
  • propose strategies to help embed equity, diversity, inclusion, and accessibility as core features of science culture and institutions.

New submissions welcome

This is an ongoing collection and will be continually updated with relevant articles published in FACETS.  

To have your article considered for this collection, at step 3 of the submission process in ScholarOne specify that your manuscript is intended for the Equity, Diversity, Inclusion, and Accessibility in Science Collection.

Go to Author Guidelines
  • OPEN ACCESS
    The right to burn: barriers and opportunities for Indigenous-led fire stewardship in Canada
    FACETS • Vol. 7 • pp. 464 - 481
    Indigenous fire stewardship enhances ecosystem diversity, assists with the management of complex resources, and reduces wildfire risk by lessening fuel loads. Although Indigenous Peoples have maintained fire stewardship practices for millennia and continue to be keepers of fire knowledge, significant barriers exist for re-engaging in cultural burning. Indigenous communities in Canada have unique vulnerabilities to large and high-intensity wildfires as they are predominately located in remote, forested regions and lack financial support at federal and provincial levels to mitigate wildfire risk. Therefore, it is critical to uphold Indigenous expertise in leading effective and socially just fire stewardship. In this perspective, we demonstrate the benefits of cultural burning and identify five key barriers to advancing Indigenous fire stewardship in Canada. We also provide calls to action to assist with reducing preconceptions and misinformation and focus on creating space and respect for different knowledges and experiences. Despite growing concerns over wildfire risk and agency-stated intentions to establish Indigenous Peoples as partners in wildfire management, power imbalances still exist. The future and coexistence with fire in Canada needs to be a shared responsibility and led by Indigenous Peoples within their territories.
  • OPEN ACCESS
    Research integrity: learning from collective action in Nepal
    FACETS • Vol. 7 • pp. 236 - 246
    Early career researchers in developing countries like Nepal have faced many barriers while learning and practicing research integrity. Having easy access to appropriate resources for learning research integrity is essential to ensure academic integrity in higher education in Nepal and promote responsible research practices. This paper presents an approach to collective learning that will help stakeholders initiate learning and foster research integrity at their own level. Methodologically, the learning interventions were conducted in four phases: preparation, planning, implementation, and learning. Throughout the process of each phase, social exchange theory and collaboration in social learning were considered as new literacy models to promote research integrity knowledge. The interpretation of experiential learning interventions led to the development of the 4Co collective learning model. This model is contextually applicable for gaining deeper knowledge and skills and new networks of research integrity. With the purposes of awareness and development, this article is divided into two sections: the first part explores the actions taken and the second explores experiential learning that provides insights about the 4Co collective learning model.
  • OPEN ACCESS
    Language of citation and publishing performance of graduate students in French-speaking countries with different economic and linguistic advantages
    FACETS • Vol. 7 • pp. 71 - 81
    The performance of graduate students in research varies greatly across countries due to various factors, mainly socioeconomic and linguistic. The current situation is critical because the wealthiest countries are also the most linguistically equipped to navigate the English-dominant landscape of academia. Here, we assess the language of citations and the publishing performance of graduate students from three French-speaking countries: Algeria, Canada, and France, where Algeria is the least English proficient and the most economically disadvantaged. We found that the bibliography of PhD theses were English dominated in all regions (72.5% in Algeria compared with >93.1% in Western countries), whereas those of Masters theses were French dominated in Algeria (63.3%), relatively bilingual in France (47.6% French), but English dominated in Canada-Québec (94.7%) and Canada-BC (98.7%). Algerian PhD students produced fewer papers, were less likely to publish in journals with calculated impact factors, and received fewer citations than students who graduated from universities in France or in two Canadian provinces, British Columbia and Québec. Our results suggest that the economic and linguistic disadvantages faced by graduate students from non-Western backgrounds affect their academic performance, highlighting important issues in facing future global challenges.
  • OPEN ACCESS
    Inuit youth and environmental research: exploring engagement barriers, strategies, and impacts
    FACETS • Vol. 7 • pp. 45 - 70
    Community leadership in Arctic environmental research is increasingly recognized as one of many pathways to Indigenous self-determination in Nunavut, Canada. While experienced Inuit hunters, trappers, and other recognized environmental knowledge experts are commonly included in research, similar opportunities for Inuit youth to meaningfully engage in environmental research remain limited. Finding ways to increase scientific literacy, particularly among Inuit youth, has been identified as an important step in the continuation of high-quality Arctic environmental research. This paper examines community perspectives on the roles and contributions of Inuit youth in environmental research in Nunavut, barriers that Inuit youth face in becoming meaningfully engaged in field-based environmental research, and strategies for enhancing Inuit youth engagement. Our study was conducted in Pond Inlet, Nunavut, and used interviews, workshops, and observation to gather stories and knowledge from community members about field- and land-based experiential learning pathways. This study found that a complex set of barriers, including a lack of credentials and support systems, among others, may inhibit meaningful Inuit youth engagement in environmental research. Key findings from the study support the view that collaborative land-based research activities can be an effective and meaningful method of enhancing scientific literacy among Inuit youth.
  • OPEN ACCESS
    Dialogical teaching of research integrity: an overview of selected methods
    FACETS • Vol. 6 • pp. 2138 - 2154
    This communication discusses the dialogical methods of teaching research integrity and ethics as a part of the positive integrity trend focused on supporting ethical behaviour. The aim of this paper is to offer a brief overview of the selected dialogical strategies based on cases that can be successfully implemented in teaching ethical research and when sharing experiences on good scientific practice. We describe such methods as: storytelling, rotatory role playing, and the fishbowl debate, along with the “Dilemma Game” tool, “ConscienceApp” performance, and a flipped classroom idea. These theoretical considerations are based on research conducted as part of a European project under the Horizon 2020 programme.
  • OPEN ACCESS
    Assessing gage: an online tool for improving gender visibility in STEMM
    FACETS • Vol. 6 • pp. 1601 - 1609
    Women continue to be underrepresented and less visible in the fields of science, technology, engineering, mathematics, and medicine (STEMM). 500 Women Scientists created and launched in January 2018 a global (>140 countries to date), online, open-access directory of women in STEMM fields. This directory—recently renamed gage—now also includes gender diverse persons (i.e., additional underrepresented genders) in STEMM fields. The purpose of the directory is to make these scientists’ expertise easier to locate and access for conference organizers, journalists, policy makers, educators, and others. Here, we undertake an assessment of the directory using surveys, Google Analytics, and focus groups to understand its efficacy and direction to date and identify future improvements we pledge to undertake. Through this assessment—conducted externally and in accordance with privacy protocols by Concolor Research—we identified who and how people are using our directory, why people signed up to be a resource, and areas for improvement. Through such assessment, we can learn how to enhance the directory’s efficacy and our broader efforts to boost the visibility of underrepresented people in STEMM.
  • OPEN ACCESS
    “Reconciliation” in undergraduate education in Canada: the application of Indigenous knowledge in conservation
    FACETS • Vol. 6 • pp. 665 - 685
    Both the Truth and Reconciliation Commission (TRC) and the National Inquiry into Missing and Murdered Indigenous Women and Girls (MMIWG) explicitly emphasized the role of educators in “reconciliation.” Alongside this, conservation practitioners are increasingly interacting with Indigenous Peoples in various ways, such as in the creation and support of Indigenous protected areas and (or) guardian programs. This paper considers how faculty teaching aspiring conservation practitioners can respond appropriately to the TRC and MMIWG Inquiry while preparing students to engage with Indigenous Peoples in a way that affirms, rather than questions Indigenous knowledge and aspirations. Our argument is threefold: first, teaching Indigenous content requires an approach grounded in transformational change, not one focused on an “add Indigenous and stir” pedagogy. Second, we assert that students need to know how to ethically engage with Indigenous Peoples more than they need knowledge of discreet facts. Finally, efforts to “Indigenize” the academy requires an emphasis on anti-racism, humility, reciprocity, and a willingness to confront ongoing colonialism and white supremacy. This paper thus focuses on the broad change that must occur within universities to adequately prepare students to build and maintain reconciliatory relationships with Indigenous Peoples.
  • OPEN ACCESS
    So, you want to host an inclusive and accessible conference?
    FACETS • Vol. 6 • pp. 131 - 138
  • OPEN ACCESS
    Towards reconciliation: 10 Calls to Action to natural scientists working in Canada
    FACETS • Vol. 5 • No. 1 • pp. 769 - 783
    In 2015, after documenting testimonies from Indigenous survivors of the residential school system in Canada, the Truth and Reconciliation Commission released 94 Calls to Action to enable reconciliation between Indigenous and non-Indigenous Canadians. Without personal connections to Indigenous communities, many Canadians fail to grasp the depth of intergenerational impacts of residential schools and associated systemic racism. Consequently, reconciliation remains an elusive concept. Here we outline 10 Calls to Action to natural scientists to enable reconciliation in their work. We focus on natural scientists because a common connection to the land should tie the social license of natural scientists more closely to Indigenous communities than currently exists. We also focus on natural sciences because of the underrepresentation of Indigenous peoples in this field. We draw on existing guidelines and our experiences in northern Canada. Our 10 Calls to Action are triggered by frustration. The authors have witnessed examples where natural scientists treat Indigenous communities with blatant disrespect or with ignorance of Indigenous rights. These 10 Calls to Action challenge the scientific community to recognize that reconciliation requires a new way of conducting natural science, one that includes and respects Indigenous communities, rights, and knowledge leading to better scientific and community outcomes.
  • OPEN ACCESS
    Ecological research should consider Indigenous peoples and stewardship
    FACETS • Vol. 5 • No. 1 • pp. 534 - 537
    The relationship between Indigenous peoples and the functioning of terrestrial ecosystems has received increased attention in recent years. As a result, it is becoming more critical for researchers focusing on terrestrial ecosystems to work with Indigenous groups to gain a better understanding of how past and current stewardship of these lands may influence results. As a case study to explore these ideas, we systematically reviewed articles from 2008 to 2018 where research was conducted in North America, South America, and Oceania. Of the 159 articles included, 11 included acknowledgement of Indigenous stewardship, acknowledged the Indigenous Territories or lands, or named the Indigenous group on whose Territory the research was conducted. Within the scope of this case study, our results demonstrate an overall lack of Indigenous acknowledgement or consideration within the scope of our review. Given the recent advancements in our understanding of how Indigenous groups have shaped their lands, we implore researchers to consider collaboration among local Indigenous groups as to better cultivate relationships and foster a greater understanding of their ecosystems.
  • OPEN ACCESS
    A graduate student perspective on overcoming barriers to interacting with open-source software
    FACETS • Vol. 5 • No. 1 • pp. 289 - 303
    Computational methods, coding, and software are important tools for conducting research. In both academic and industry data analytics, open-source software (OSS) has gained massive popularity. Collaborative source code allows students to interact with researchers, code developers, and users from a variety of disciplines. Based on the authors’ experiences as graduate students and coding instructors, this paper provides a unique overview of the obstacles that graduate students face in obtaining the knowledge and skills required to complete their research and in transitioning from an OSS user to a contributor: psychological, practical, and cultural barriers and challenges specific to graduate students including cognitive load in graduate school, the importance of a knowledgeable mentor, seeking help from both the online and local communities, and the ongoing campaign to recognize software as research output in career and degree progression. Specific and practical steps are recommended to provide a foundation for graduate students, supervisors, administrators, and members of the OSS community to help overcome these obstacles. In conclusion, the objective of these recommendations is to describe a possible framework that individuals from across the scientific community can adapt to their needs and facilitate a sustainable feedback loop between graduate students and OSS.
  • OPEN ACCESS
    Enacting workplace culture change for excellence in research: a gender lens
    FACETS • Vol. 5 • No. 1 • pp. 228 - 233
    Science and engineering research excellence can be maximized if the selection of researchers is made from 100% of the pool of human talent. This requires policies and approaches that encourage broad sections of society, including women and other underrepresented groups, to participate in research. Institutional policies, interpersonal interactions, and individuals’ attitudes are drivers of workplace culture. Here, some new evidence-based and systematic approaches with a focus on culture are proposed to foster women’s inclusion and success in science and engineering.
  • OPEN ACCESS
    Gender and language use in scientific grant writing
    FACETS • Vol. 4 • No. 1 • pp. 442 - 458
    Women in science, technology, engineering, and math are not equally represented across tenure-track career stages, and this extends to grant funding, where women applicants often have lower success rates compared with men. While gender bias in reviewers has been documented, it is currently unknown whether written language in grant applications varies predictably with gender to elicit bias against women. Here we analyse the text of ∼2000 public research summaries from the 2016 Natural Sciences and Engineering Research Council (NSERC) individual Discovery Grant (DG) program. We explore the relationship between language variables, inferred gender and career stage, and funding levels. We also analyse aggregated data from the 2012–2018 NSERC DG competitions to determine whether gender impacted the probability of receiving a grant for early-career researchers. We document a marginally significant gender difference in funding levels for successful grants, with women receiving $1756 less than men, and a large and significant difference in rejection rates among early-career applicants (women: 40.4% rejection; men: 33.0% rejection rate). Language variables had little ability to predict gender or funding level using predictive modelling. Our results indicate that NSERC funding levels and success rates differ between men and women, but we find no evidence that gendered language use affected funding outcomes.
  • OPEN ACCESS
    Enhancing fisheries education and research through the Canadian Fisheries Research Network: A student perspective on interdisciplinarity, collaboration and inclusivity
    FACETS • Vol. 3 • No. 1 • pp. 963 - 980
    Fisheries involve complex problems not easily addressed by a single discipline, methodology, or set of stakeholders. In 2010, the Canadian Fisheries Research Network (CFRN) was initiated to increase fisheries research capacity in Canada through interdisciplinary and inclusive research collaborations. As post-graduate students in the network, we reflected on the type of training necessary to tackle fisheries problems and reviewed opportunities available at Canadian universities to receive such training. This paper presents an overview of fisheries education currently available in Canada, reflects on our training within the CFRN, and proposes improvements to fisheries education and research. Our review of the subject revealed few dedicated fisheries programs, limited interdisciplinary programs, few specialized fisheries training programs, and a heavy reliance on academic supervisors to secure research opportunities in fisheries. In contrast, the CFRN enhanced our training by deliberately focusing on tools and techniques to address fisheries issues, providing venues to foster interdisciplinary and inclusive research collaborations, and exposing the realities of stakeholder collaborations. We call for post-graduate-level fisheries education and research that is interdisciplinary, collaborative, and inclusive to produce well-rounded scientists and managers, and we suggest ways that universities, researchers, and funding agencies can incorporate these themes into fisheries education and research.
  • OPEN ACCESS
    Hidden participants and unheard voices? A systematic review of gender, age, and other influences on local and traditional knowledge research in the North
    FACETS • Vol. 3 • No. 1 • pp. 830 - 848
    Local, lay, and traditional ecological knowledge (LTK) is widely discussed in academic studies of climatic and environmental change. Here, we report on a systematic literature review that examines the role of such factors as gender, age, and scholarly networks in shaping LTK research. We focused on research in the circumpolar North, where LTK research has been ongoing for at least four decades. We explored how recruitment approaches and research methods can circumscribe local expertise and found that much of the literature fails to adequately report sampling and participant demographics. There is an apparent bias towards male knowledge-holders, usually hunters and Elders, over women and youth. Studies were largely led by male authors, and male authors outnumbered female authors 2:1. We also identified two potential “invisible colleges” in the literature—communities of practice linked by one or a few authors. We discuss our findings through the lens of “intersectionality”, which captures how power differences at play within communities, whether around age or gender or some other social categorization, contribute to the creation of multiple kinds of knowledge. We conclude with a discussion of how we can improve this area of research by challenging assumptions and collaborating with a wider range of individuals.
  • OPEN ACCESS
    What a scientist looks like: Portraying gender in the scientific media
    FACETS • Vol. 3 • No. 1 • pp. 754 - 763
    How men and women are portrayed in the media informs societal attitudes towards gender. Although this is true for all media, the scientific media has received little scrutiny, despite known gender biases inherent in scientific culture. We asked whether the top scientific journals, Nature and Science, represented men and women equally as authors, subjects, and objects in photographs. Overwhelmingly, women were underrepresented in these magazines, an effect that was apparent even in advertisements and stock photographs. Clearly, gender bias in science exists at many levels.
  • OPEN ACCESS
    Diversity in geoscience: Participation, behaviour, and the division of scientific labour at a Canadian geoscience conference
    FACETS • Vol. 3 • No. 1 • pp. 415 - 440
    Effective policies promoting diversity in geoscience require understanding of how the values and practices of the community support the inclusion of different social groups. As sites of knowledge exchange and professional development, academic conferences are important culturing institutions that can alleviate or reproduce barriers to diversity in geoscience. This study examines diversity at a 2017 geoscience conference, the joint Canadian Geophysical Union and Canadian Society of Agricultural and Forest Meteorology annual meeting, through observation of participation, presentation content, and behaviour in conference sessions. Across 256 observed presentations, women constituted 28% of speakers, whereas women of colour made up only 5%. Participation rates differed between disciplinary sections, with the most populous sessions (Hydrology and Earth Surface) having the lowest percentage of women. Examination of presentation content reveals that the methods and scholarly contributions of both women and people of colour differed from the majority, suggesting an intellectual division of labour in geoscience. Examination of audience behaviours between presenters reveals how a “chilly climate” can be experienced by women and other marginalized demographics in conferences. We argue that there is more to be done than simply increasing numbers of women or other minorities in geoscientific spaces, and we suggest pathways to making geoscience a more inclusive and democratic pursuit.