Intersectional Science Policy最新文献_第2页

Expanding Access to and Ensuring Equity in the Benefits of Remote Work Following the COVID-19 Pandemic 在2019冠状病毒病大流行之后，扩大远程工作的可及性并确保其利益的公平性

Intersectional Science Policy Pub Date : 2021-09-27 DOI: 10.38126/jspg180413

Ashley Orr, Tamara Savage

{"title":"Expanding Access to and Ensuring Equity in the Benefits of Remote Work Following the COVID-19 Pandemic","authors":"Ashley Orr, Tamara Savage","doi":"10.38126/jspg180413","DOIUrl":"https://doi.org/10.38126/jspg180413","url":null,"abstract":"The COVID-19 pandemic has dramatically increased the number of people working from home, with over 50% of employees working remotely during 2020. With the current popularity of remote work and the high prevalence of high-speed internet, video conferencing technology, remote collaboration tools, email, and other technologies, remote work will likely remain common after the pandemic ends and offices fully reopen. There are many benefits of remote work, including increased productivity, better work-life balance, reduced commute time and traffic congestion, decreased emissions, and cost savings for employees and employers. However, access to the privilege of remote work is unevenly distributed across occupations and socioeconomic groups. Among those who can work remotely, there may be disparities in performance appraisals and promotions compared to in-person workers. Congress has a unique opportunity to address these inequities via expansion of the Telework Enhancement Act, which currently covers federal government employees, to include firms in the private sector. This Act enables all employees whose jobs can be performed remotely to do so and mandates that remote workers and in-person workers be treated the same for the purposes of training, performance appraisal, and promotion.","PeriodicalId":227854,"journal":{"name":"Intersectional Science Policy","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117099709","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}

引用次数: 1

Motor Vehicle Crash Testing Regulations for More Inclusive Populations 更具包容性人群的机动车辆碰撞测试规则

Intersectional Science Policy Pub Date : 2021-09-27 DOI: 10.38126/jspg180410

Hannah E. Frye, Da-Som Ko, E. Kotnik

{"title":"Motor Vehicle Crash Testing Regulations for More Inclusive Populations","authors":"Hannah E. Frye, Da-Som Ko, E. Kotnik","doi":"10.38126/jspg180410","DOIUrl":"https://doi.org/10.38126/jspg180410","url":null,"abstract":"There is a stark disparity in motor vehicle crash deaths and injuries between male and female drivers. Female drivers are 13% more likely to be killed than their male counterparts in similar motor accidents. However, vehicle safety test practices do not account for diverse body proportions when assessing safety outcomes. Vehicle crash testing standards only require testing of two variations of adult-sized crash test dummies: a 50th percentile male and a 5th percentile female. Automotive companies are not required to test safety outcomes in crash test model’s representative of average female proportions or of non-average body sizes and physiological compositions. Current crash test standards are regulated by the National Highway Traffic Safety Administration (NHTSA) under the US Department of Transportation. This memo proposes three actions for the NHTSA and the Department of Transportation to address disparities in vehicle safety outcomes: 1) update safety standard requirements to include a 50th percentile female crash test dummy, 2) implement a federal tax incentive program for companies to include a greater diversity of vehicle occupant models, and 3) allocate funds for research and development of virtual crash testing models. These proposed initiatives seek to raise the minimum safety requirements and prioritize wider representation of vehicle occupants to improve parity in vehicle safety outcomes.","PeriodicalId":227854,"journal":{"name":"Intersectional Science Policy","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122275209","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}

引用次数: 1

Improving the Accessibility of Federal Graduate Research Awards in Canada 提高加拿大联邦研究生研究奖的可及性

Intersectional Science Policy Pub Date : 2021-09-27 DOI: 10.38126/jspg180405

S. Baskaran, Dhanyasri Maddiboina, Jin-Eun Kum, R. Reuben, Kaitlin Kharas, Esmeralda Bukuroshi, Isabella Lim, B. Narayanan

{"title":"Improving the Accessibility of Federal Graduate Research Awards in Canada","authors":"S. Baskaran, Dhanyasri Maddiboina, Jin-Eun Kum, R. Reuben, Kaitlin Kharas, Esmeralda Bukuroshi, Isabella Lim, B. Narayanan","doi":"10.38126/jspg180405","DOIUrl":"https://doi.org/10.38126/jspg180405","url":null,"abstract":"Canadian federal graduate research awards provide graduate students with support that impacts both their experience during their degree and their future career progression. Obtaining federal funding during graduate education qualifies students for additional awards, provides financial security, and increases their research independence. However, the number and value of awards have remained unchanged for almost two decades and the evaluation and eligibility criteria are not designed to encourage applications from students from historically underrepresented groups (URGs). The three federal research funding agencies (the Tri-Agency) have recently released an Equity, Diversity, and Inclusion (EDI) Action Plan to better support early-career individuals from these groups, with a commitment to “identify and address barriers to equitable participation of members from underrepresented groups” (Initiative 1.2.2) and increase participation of URGs in the post-secondary research system (Objective 2). In this memo, we propose three changes to broaden the eligibility and evaluation of federal student awards, as well as increase and standardize the award values. Ultimately, these recommendations will reduce the barriers faced by URGs in applying for and obtaining these awards in a manner not currently addressed by the Tri-Agency’s EDI plan.","PeriodicalId":227854,"journal":{"name":"Intersectional Science Policy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130530701","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}

引用次数: 0

Boosting Minority Teacher Recruitment and Retention for a Diverse Future STEM Workforce 促进少数民族教师的招聘和保留，以形成多元化的未来STEM劳动力

Intersectional Science Policy Pub Date : 2021-09-27 DOI: 10.38126/jspg180414

Patricia N. Razafindrambinina, Aditi Dubey, P. Ellis, R. Lamb, S. Ravan

{"title":"Boosting Minority Teacher Recruitment and Retention for a Diverse Future STEM Workforce","authors":"Patricia N. Razafindrambinina, Aditi Dubey, P. Ellis, R. Lamb, S. Ravan","doi":"10.38126/jspg180414","DOIUrl":"https://doi.org/10.38126/jspg180414","url":null,"abstract":"The United States STEM workforce has yet to reflect the demographics of the larger population. This discrepancy begins at the base of the STEM pipeline with a significant lack of minority STEM K-12 teachers to serve as mentors and role models to minority students. Research has shown that minority students’ exposure to same-race teachers increased academic output and education attainment up to 32%. Unfortunately, minority teachers face a revolving-door effect: the cycle of increased recruitment countered by a high turnover amongst minority teachers compared to their white counterparts. Minority teachers who leave the profession consistently cite negative teaching environments, discrimination, and lack of support as the main drivers of their decision to quit teaching. The Maryland state legislature recently passed the Blueprint for Maryland’s Future Act, which attempts to address teacher recruitment and retention more comprehensively. Here, we go beyond the Blueprint’s baseline tools to recommend targeted strategies to recruit and retain minority STEM K-12 teachers in Maryland. Through the creation of a robust peer mentorship pipeline between new and experienced teachers, prioritization of school staff diversity and inclusion training, and the promotion of teacher autonomy, we will increase minority student education attainment and encourage the growth of a diverse STEM workforce in Maryland.","PeriodicalId":227854,"journal":{"name":"Intersectional Science Policy","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116099769","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}

引用次数: 0

Bridging The Gap: Demanding 1-1 Representation of Dark-Light Skin Tones Within Medical Lectures/Resources 弥合差距:在医学讲座/资源中要求1-1表示深浅肤色

Intersectional Science Policy Pub Date : 2021-09-27 DOI: 10.38126/jspg180412

D. Kayishunge, Mason J Belue

{"title":"Bridging The Gap: Demanding 1-1 Representation of Dark-Light Skin Tones Within Medical Lectures/Resources","authors":"D. Kayishunge, Mason J Belue","doi":"10.38126/jspg180412","DOIUrl":"https://doi.org/10.38126/jspg180412","url":null,"abstract":"Being a good physician means having the ability to recognize diseases in all kinds of individuals. This is especially true for skin lesions (e.g., acne, cancer), which present differently based on skin color and tone. Developing skin-tone-dependent diagnosing skills depends on the medical education (e.g., lectures, medical textbooks, and online board certification prep resources) and hands-on clinical experiences doctors receive. We find it alarming that medical students' gold standard resources overrepresent light skin and underrepresent dark skin to the point where many medical students can recognize a lesion on white skin but fail to recognize a similar lesion on dark skin. This lack of representation perpetuates race as a social determinant of health, leading to missed diagnoses and diagnosis at a later/worse stage in people of color. To combat this underrepresentation within medical education, we propose the Liaison Committee on Medical Education (LCME) amend Accreditation Standard 7: Curricular Content, Subsection 7.6: Cultural Competence and Health Care Disparities. The amendment is to include 1 of the 2 following policy changes, with preference for the top-down mandate: 1) Top-down Mandate: An objective measure and subsequent goal (1:1 representation) for the representation of skin of color within a school's medical lectures, which is evaluated by an LCME-approved curriculum committee and mandated for schools wishing to continue to be LCME accredited. 2) Bottom-up Individualized Institutional Goals: A requirement for schools to choose their own goal, create their committee, and evaluate their progress. These progress reports will be submitted to the LCME annually.","PeriodicalId":227854,"journal":{"name":"Intersectional Science Policy","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121181718","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}

引用次数: 0

Algorithm Transparency through the Fair Credit Reporting Act (FCRA) 通过公平信用报告法案(FCRA)实现算法透明度

Intersectional Science Policy Pub Date : 2021-09-27 DOI: 10.38126/jspg180415

Karl Schmeckpeper, Sonia F. Roberts, M. Ouellet, Matthew Malencia, Divya Jain, Walker Gosrich, Val Bromberg

{"title":"Algorithm Transparency through the Fair Credit Reporting Act (FCRA)","authors":"Karl Schmeckpeper, Sonia F. Roberts, M. Ouellet, Matthew Malencia, Divya Jain, Walker Gosrich, Val Bromberg","doi":"10.38126/jspg180415","DOIUrl":"https://doi.org/10.38126/jspg180415","url":null,"abstract":"Racial discrimination in housing has long fueled disparities in homeownership and wealth in the United States. Now, automated algorithms play a dominant role in rental and lending decisions. Advocates of these technologies argue that mortgage lending algorithms reduce discrimination. However, “errors in background check reports persist and remain pervasive,” and algorithms are at risk for inheriting prejudices from society and reflect pre-existing patterns of inequality. Additionally, algorithmic discrimination is often challenging to identify and difficult to explain or prosecute in court. While the Federal Trade Commission (FTC) is responsible for prosecuting this type of discrimination under the Fair Credit Reporting Act (FCRA), their enforcement regime “has inadequately regulated industry at the federal and state level and failed to provide consumers access to justice at an individual level,” as evidenced by its mere eighty-seven enforcement actions in the past forty years. In comparison, 4,531 lawsuits have been brought under the FCRA by other groups in 2018 alone. Therefore, the FTC must update its policies to ensure it can identify, prosecute, and facilitate third-party lawsuits against a primary driver of housing discrimination in the 21st century: discrimination within algorithmic decision making. We recommend that the FTC issue a rule requiring companies to publish a data plan with all consumer reporting products. Currently, the FTC recommends that companies make an internal assessment of the components of the proposed data plan to ensure that they are not in violation of the FCRA. Therefore, requiring that these plans be published publicly does not place undue burden on companies and empowers consumers to advocate for themselves and report unfair practices to the FTC. Coupled together, these will reduce the costs of investigation and enforcement by the FTC and decrease the discriminatory impact of automated decision systems on marginalized communities.","PeriodicalId":227854,"journal":{"name":"Intersectional Science Policy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115969547","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}

引用次数: 0

Decolonization of STEM in the Public Education System in Québec, Canada 加拿大魁省公共教育系统中STEM的非殖民化

Intersectional Science Policy Pub Date : 2021-09-27 DOI: 10.38126/jspg180402

E. Anderson, K. Easson, S. Beitari, Maïa Dakessian, Sai Priya Anand, S. Sachar, Jessica A. Bou Nassar

{"title":"Decolonization of STEM in the Public Education System in Québec, Canada","authors":"E. Anderson, K. Easson, S. Beitari, Maïa Dakessian, Sai Priya Anand, S. Sachar, Jessica A. Bou Nassar","doi":"10.38126/jspg180402","DOIUrl":"https://doi.org/10.38126/jspg180402","url":null,"abstract":"Indigenous representation in science, technology, engineering, and mathematics (STEM) is crucial for reconciliation, self-determination, and inclusive and equitable science policy. Indigenous people continue to be underrepresented in Canada's STEM workforce, creating a substantial annual cost to the Canadian economy. Canada’s provinces and territories hold jurisdiction over education, and the majority, including Québec, do not include Indigenous perspectives in their elementary and secondary STEM curricula. This exclusion can alienate Indigenous learners and deter them from STEM careers. As a model for the decolonization of STEM in other provinces, we call for the amendment of Québec’s Education Act to create an Indigenous Education Steering Committee (IESC), which would collaborate with the Minister of Education to ensure inclusion of locally relevant Indigenous STEM content in compulsory curricula. We further propose that Québec include continued professional development training for teachers on Indigenous perspectives in STEM in the Ministry of Education’s strategic plan, thereby building capacity for the equitable participation of Indigenous peoples in STEM.","PeriodicalId":227854,"journal":{"name":"Intersectional Science Policy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125559641","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}

引用次数: 1