Caltagirone, Claudia, Draper, Emily R., Hardie, Michaele J., Haynes, Cally J. E., Hiscock, Jennifer R., Jolliffe, Katrina A., Kieffer, Marion, Leigh, Jennifer S, McConnell, Anna J. (2021) Calling in support: An inclusive, rigorous strategy for improving equality and diversity. Chemistry World, . p. 5. (KAR id:87044)
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Official URL: https://www.chemistryworld.com/opinion/supramolecu... |
Abstract
A non-confrontational approach encourages more people to share their stories
We can all think of instances where members of the scientific community have been called out on inappropriate behaviour or language. This act of calling out is a direct challenge to another. As such, it can be an intimidating thing to do, as standing up to someone senior to you and telling them that what they are doing is not okay can be frightening and requires a lot of emotional labour. Additionally, there may be misperceived or unintended consequences to your career.
The converse is that being called out can feel threatening. Particularly if you do not understand the transgression you have been accused of, or were doing your best to be supportive of equality, diversity and inclusivity (EDI) issues but find your actions have provoked a backlash. Fear of a reaction might inhibit someone from even trying to get involved in EDI work. Additionally, responses to being called out are quite often defensive, and can result in behaviour, arguments or actions that become even more hurtful to those who are doing the calling out.
However, there is still a need to raise EDI issues, including those around gender, though this must always be considered intersectionally.
Item Type: | Article |
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Uncontrolled keywords: | women; gender; STEM; chemistry; science; EDI; calling in |
Subjects: |
H Social Sciences Q Science |
Divisions: |
Divisions > Division of Natural Sciences > Physics and Astronomy Divisions > Directorate of Education > Centre for the Study of Higher Education |
Depositing User: | Jennifer Leigh |
Date Deposited: | 10 Mar 2021 15:07 UTC |
Last Modified: | 07 Mar 2022 00:00 UTC |
Resource URI: | https://kar.kent.ac.uk/id/eprint/87044 (The current URI for this page, for reference purposes) |
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