Filter by author: Nic Bennett

In the U.S., navigating STEM with marginalized identities can affect scientists' communication practices. There is a critical need for science communication training that accounts for the historical oppressions, discriminations, and inequities of marginalized communities. In this paper we analyzed 712 participant responses from ReclaimingSTEM science communication workshops to understand how marginalized scientists' identities influence their science communication practices. We found that participants' experiences of exclusion and hostility in STEM spaces influenced their engagement in science communication. Scientists from marginalized backgrounds aim to change the culture of STEM through their communication efforts to promote a sense of belonging for their communities.

A critical examination of science communication training programs may uncover barriers to cultivating inclusive, equitable, and just science communication spaces. In this study, we analyzed science communication fellowship director's discourse for evidence of race-evasive ideology — language that avoids talk of race and justifies current racial inequity as the outcome of nonracial processes [Bonilla-Silva, 2006]. We found the four frames of race-evasive ideology (minimization, abstract liberalism, cultural racism, and naturalization) pervasive in interviews with science communication fellowship directors. We discuss how these findings might explain why structural racism persists in science communication organizations despite their directors' best intentions.