Call for papers on diversity, equity, inclusion, justice, and access (DEIJA) in molecular life sciences education

The mission of Biochemistry and Molecular Biology Education (BAMBEd) is to “enhance [...] student learning in Biochemistry, Molecular Biology, and related sciences.” And yet, our learning environments are far from equitable, with student outcomes that are highly segregated by resource allocation and opportunity. From global reckonings with gender inequality4–7 and racism8–13 to a pandemic that shined a spotlight on inequitable learning conditions, a 21st-first-century life sciences education requires reflection on whose needs are being met in our classrooms and whose contributions (and potential) are being unsupported and ignored. An equitable learning environment goes far beyond access to technology. Equitable teaching practices question the norms in our classrooms—from structure and content to context and the voices of authority represented by class materials. When these norms send the message to students that they do not belong, that they are not supported, that their contributions does not matter—then the learning environment is structurally designed for them to fail, regardless of the knowledge or talent they bring to our classrooms and laboratories. Given the inequities seen in molecular life sciences classrooms around the globe, we call for rapid communications (of no more than 1000 words) that address the unmet needs of the historically marginalized students in our classrooms. Submissions will be quickly reviewed, with accepted manuscripts fast-tracked for publication. Manuscripts accepted under this call will be included in a virtual special issue of BAMBEd that focuses on diversity, equity, inclusion, justice, and access (DEIJA) in life sciences education. Submissions should center DEIJA within the scholarly work, going beyond the experiences of majority of students and instead identifying challenges, strategies, and opportunities for providing an equitable learning environment for all students, such as follows: