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editorial
. 2024 Oct 7;35(11):vo2. doi: 10.1091/mbc.E24-06-0264

Diversity, equity, and inclusion in a polarized world: Navigating challenges and opportunities in STEMM

Vijayvardhan Kamalumpundi a, Kit Neikirk b, Debora Kamin Mukaz c, Zer Vue b, Neng Vue b, Sulema Perales a, Antentor Hinton b,*
Editor: Derek Applewhited
PMCID: PMC11617101  PMID: 39373728

Abstract

As anti-diversity, equity, and inclusion (DEI) legislation continues to gain traction, it is essential for those in science, technology, engineering, mathematics, and medicine (STEMM) to grasp its implications and explore ways to preserve inclusive environments. Anti-DEI measures can result in the dismantling of support structures, such as DEI centers and peer counseling groups, leading to a decline in vital support programs on college campuses and beyond. In this Voices article, we examine these emerging challenges and underscore the critical need to reframe DEI as a tool for fostering inclusion and benefits all individuals.

  • DEI initiatives have become a central focus in various sectors, including higher education, industry, and health research.

  • Anti-DEI measures can result in the dismantling of support structures, such as DEI centers and peer counseling groups, leading to a decline in vital support programs on college campuses and beyond.

  • In this Voices article, we examine these emerging challenges and underscore the critical need to reframe DEI as a tool for fostering inclusion and benefits all individuals.

“Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly. Never again can we afford to live with the narrow, provincial ‘outside agitator’ idea. Anyone who lives inside the United States can never be considered an outsider anywhere within its bounds.”

Martin Luther King Jr., April 1963, Letter from a Birmingham Jail

INTRODUCTION

Diversity, Equity, and Inclusion (DEI) initiatives have become a central focus in various sectors, including higher education, industry, and health research. These efforts aim to recognize and embrace individuals from diverse backgrounds—racial, sexual orientation, gender identity, religious, socioeconomic, and philosophical, among others—to create an accessible and inclusive environment for all to learn and work in (Coleman and Taylor, 2023). Despite this growing emphasis, science, technology, engineering, mathematics, and medicine (STEMM) fields have notoriously lagged in achieving gender and racial parity (Fry et al., 2021; Hinton, 2023; Mays et al., 2023). Data from the 2024 National Center for Science and Engineering Statistics revealed that women represented 37% of the post-secondary population in STEMM, whereas men accounted for 62%. Of the U.S.’s research faculty positions, only 4% are African American, 4% Hispanic, 0.2% Native American, and 0.1% are Hawaiian/Pacific Islander, despite these groups collectively representing some of the fastest growing subgroups in the United States (Blackstock et al., 2024). The stark contrast in representation in the general population and in STEMM highlights the need to distinguish between identity groups. Those who are consistently underrepresented in STEMM, relative to their presence in the broader population, are often referred to as “underrepresented groups.” On the other hand, “majority identity groups” are those that are well represented in these spaces, reflecting a proportion that is higher or more in line with their numbers in the general public.

STEMM fields are uniquely positioned to address DEI. Enhanced diversity within STEMM can lead to research with higher scientific impact (AlShebli et al., 2018), better financial outcomes (Gomez and Bernet, 2019), increased creativity, and a more inclusive academic environment that supports the success of all students and faculty members (Hofstra et al., 2020; De Lora et al., 2022; Davis et al., 2023). In medicine, racial concordance between provider and patient has been associated with an increased likelihood that patients adhere to prescribed treatments, and receive preventative care (Marrast et al., 2014).

Over the past 5 years, the United States has seemingly undergone impressive ideological shifts surrounding DEI, shaped by three major incidents: COVID-19, the 2020 Black Lives Matter protests, and the recent 2023 Supreme Court ruling against affirmative action (Blackstock et al., 2024; Pereira et al., 2024). The integration of DEI into STEMM has faced significant social and political challenges amidst the backdrop of growing national political polarization. We feel resistance can stem from deeply rooted institutional cultures, the politicization of DEI, and a lack of understanding about the true meaning of DEI and its tangible benefits to society among others. Recently anti-DEI sentiments have resulted in the passing of laws in 10 states that ban or heavily restrict DEI programs, and a bill introduced in North Carolina that aims to strip federal funding from medical schools with DEI initiatives (Blackstock et al., 2024). In this Voices article, we explore the multifaceted challenges of implementing DEI programming in STEMM fields, the importance of DEI, and provide insights into effective strategies for embedding DEI programming within institutional infrastructure. By addressing both the hurdles and the potential rewards, we aim to offer a comprehensive perspective on the importance of DEI in fostering an inclusive and innovative academic landscape.

IMPORTANCE OF DEI IN STEMM

As Dr. Martin Luther King Jr. eloquently stated, “We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.” Cutting out DEI initiatives does not just impact a select group, it inevitably affects the entire population. The compelling argument for many programs to continue DEI programs is that “diversity” enables fields to better utilize a comprehensive talent pool (Wright et al., 2014; Fine and Sojo, 2019). While this argument is attractive—the moral argument is equally important and deserves equal weight (Olzmann, 2020): As a scientific community, we must value a just system that is equitable for all, recognizing that all human beings deserve dignity and respect. This equity-centered approach should guide DEI initiatives over the “business-case” approach as it facilitates more genuine and sustainable efforts (Burt et al., 2022).

The principle of mutuality is particularly relevant to STEMM fields. Science is a creative endeavor that thrives on the use of ideas and imagination to address the world's most pressing issues. Evidence consistently demonstrates that diversity fosters innovation and enhances creativity and problem-solving (Hundschell et al., 2022). However, the mechanism through which diversity fosters these outcomes is not fully understood. In their multilevel review of 119 empirical studies, Hundschell et al. found that diversity is multifaceted and can include a variance of networks (e.g., collaboration partners), cognition (e.g., information), identity (e.g., culture), language, demographic background (e.g., race), and personality (e.g., agreeableness). The authors concluded that, although definitions of diversity and creativity vary greatly, each form of diversity improves creativity in thinking at an individual level, while pluralistically benefitting organizational creativity (Hundschell et al., 2022).

At a collegiate level, numerous studies have demonstrated the positive impact of diversity, particularly racial diversity, where clear historical data exist on creativity and innovation (Antonio et al., 2004; AlShebli et al., 2018; Nielsen et al., 2018; Hofstra et al., 2020). Racial diversity in college settings has been shown to enhance cognitive processes and improve students’ capacity to engage with complex ideas, particularly among those with racially diverse friend groups (Antonio et al., 2004). Additionally, across a study of 9 million papers and 6 million scientists, ethnic diversity—more so than discipline, gender, affiliation, and academic age—had the most significant correlation with scientific impact, as measured by citations (AlShebli et al., 2018). Similarly, an analysis of 1.2 million U.S. doctoral recipients from 1977 to 2015 revealed that scientists from historically marginalized backgrounds were more likely to introduce novel concepts (Hofstra et al., 2020). However, despite the novelty and impact of their work, scientists from racially and gender-minoritized groups were less likely to become research faculty and sustain their research careers (Hofstra et al., 2020). This diversity-innovation paradox has tangible consequences on the health and well-being of all Americans, as the scientific community risks losing the next generation of scientific trailblazers, industry leaders, and mentors.

In addition to fostering innovation, DEI can profoundly improve the lives of Americans when integrated into medicine. Scharff et al. demonstrated across 11 focus groups that historical injustices including the Tuskegee syphilis study resulted in longstanding scientific mistrust among African Americans, regardless of prior research participation or socioeconomic status (Scharff et al., 2010). For centuries, medical research has been influenced by interests that justified servitude or claimed superiority of one group over another, such as phrenology and creation of racial hierarchies (Scharff et al., 2010). This flawed research has been subsequently used to construct race-based clinical guidelines and clinical algorithms across medical fields, such as cardiology, nephrology, and pulmonology, disproportionally impacting minoritized communities (Vyas et al., 2020). A recent notable example is the upward adjustment of estimated glomerular filtration rate (eGFR) for Black patients, based on the unfounded assumption that Black individuals have higher muscle mass compared with White individuals. This artificial increase in eGFR of Black patients has led to significant health disparities in kidney transplant and nephrology referral rates for the Black population (Vyas et al., 2020). Other examples include measurements of cranial capacity (i.e., craniometry), which were built on flawed science (Kamin and Omari, 1998), yet continue to persist with articles defending them as late as the 21st century (e.g., see the multiple retractions by J. Philippe Rushton) (Graves, 2013). The negative downstream effects of this research on health parity have only recently been realized due to DEI efforts by medical students and other advocates (Nkinsi and Young, 2022). These ongoing DEI initiatives are essential not only for correcting historical wrongs but also for ensuring a more just healthcare system, which ultimately benefits society as a whole.

Furthermore, a provider workforce that more closely reflects the patients they serve improves healthcare access and patient outcomes, ultimately reducing the overall cost to the health system, benefiting all people in the long run (Cantor et al., 1996; Institute of Medicine (US) Committee on Institutional and Policy-Level Strategies for Increasing the Diversity of the U.S. Healthcare Workforce, 2004). Diverse medical teams foster trust within communities, bring varied perspectives to medical research and practice, and contribute to more equitable healthcare for all (Stanford, 2020). Integrating DEI into medical education and practice, we can address past injustices and build a more inclusive healthcare system.

From a learner's perspective, diverse training environments enhance learning outcomes including motivation, empathy, and critical thinking (Rosenkranz et al., 2021). Students educated in a more diverse environment develop a broadened perspective of race, religion, ethnicity, and cultural diversity and are therefore better equipped to work comfortably and effectively in diverse environments (Whitla et al., 2003; Gurin et al., 2009). Many students harbor a color-blind racial ideology that can only be deconstructed through diverse friend networks, diversity courses, and culturally relevant activities (Neville et al., 2014). Facilitating these diverse interactions through DEI efforts benefits both majority identity groups and underrepresented students, preparing them to work in a globalized economy.

CHALLENGES AGAINST DEI IN STEMM

The benefits of DEI to individuals, teams, research, financial outcomes, and institutions are well documented. However, the challenges of integrating DEI within academia amidst the current political climate have not been thoroughly examined in the literature.

Over the past year, DEI has faced severe backlash from several political institutions. A recent news analysis found that over 100 bills targeting DEI initiatives in colleges, industry, and government were proposed or passed in more than 30 states (see https://www.nbcnews.com/data-graphics/anti-dei-bills-states-republican-lawmakers-map-rcna140756). As a result, many academic programs have curtailed their DEI efforts to avoid budgetary cuts and legal trouble among other reasons (Feder, 2024). A significant part of the issue is the politicization of DEI. A common misconception is that DEI indoctrinates students with a “woke” or “left-wing” ideology and forces universities to recruit based on diversity rather than merit—a so-called “reverse discrimination.” By weaponizing DEI as a political tool, lawmakers have been able to galvanize support for legislation against it in several states.

DEI exists above politics; it is not a Democrat or Republican notion, not “woke” or communist, nor socialist or fascist. The politicization of DEI is a global issue, with significant consequences. For example, in France, the government blocked the collection of data on the number of Black individuals, limiting the ability to allocate resources and direct government spending to communities in need (Simon, 2015). In the United States, a growing movement seeks to halt progress on DEI initiatives, driven by a fear of the concept, which has been increasingly labeled as “woke.” “Woke,” an adjective originating from African American Vernacular English, initially meant “justice” (Cammaerts, 2022). However, it has since been repurposed as a political label to influence voter perceptions of DEI initiatives (Filmer and Vignozzi, 2022). Wokeness is often conflated with Black identity and leveraged in right-wing rhetoric. This framing frequently creates false equivalences, portraying wokeness and diversity as fundamentally opposed to societal unity (Filmer and Vignozzi, 2022; Thomason et al., 2023). However, DEI initiatives have existed long before “woke” entered the political lexicon (see https://www.insightintodiversity.com/pivotal-moments-in-higher-education-dei/). While DEI has become a focal point of debate, it is not a new concept, and resistance to it has always existed. The foundation for today's DEI movements was laid by anti-discrimination legislation from the 1960s. During the 1990s, it became evident that merely prohibiting discrimination was not enough. Proactive measures were necessary to address the structural and social barriers rooted in historical injustices and persisting into the present. Despite huge leaps toward equity including the passage of the Employment Non-Discrimination Act, a vigorous backlash against DEI emerged, a phenomenon that has only intensified in the current polarized climate (Lange and Lee, 2024). Indeed, even when opposition to DEI is not rooted in conflating “woke” to “Blackness,” think tank-backed critiques often describe DEI offices as performative, “making little positive contribution to campus climate … [and] better understood as signal of adherence to ideological, political, and activist goals” (Greene and Paul, 2021). These attacks are not about the financial cost of DEI departments; rather, they often overlook that these departments are significantly underfunded and understaffed compared with other divisions. Despite operating with fewer resources, DEI departments have nonetheless made notable progress (Insight into Diversity, 2004).

CHANGING THE NARRATIVE AROUND DEI

To combat this response, institutions must be intentional about the specific purpose and goals of their DEI programs. We believe that DEI initiatives exist to ensure all voices are heard. For example, consider a Black student transitioning from a historically Black college and university (HBCU) to a primarily white institution (PWI). DEI efforts aim to prevent discrimination and provide the student with the support and agency needed to advocate for meaningful change (Shuler et al., 2022). While the past 30 years of DEI efforts have increased the diversity of college campuses, the majority of student populations are still White (Carey et al., 2022). Furthermore, interactions across gender and racial/ethnic groups are infrequent, despite their potential to foster a sense of inclusion and belonging for underrepresented groups (Carey et al., 2022). Such cross-group interactions also provide benefits to majority identity groups, contributing to their intellectual, social, and civic development (Chang et al., 2004). Harris et al. illustrated how the social interactions of multiracial women at PWIs are sculpted by dominant cultural norms, which align with a color-blind racial ideology that views majority culture as the normative standard (Neville et al., 2014; Harris, 2019). This ideology, which downplays racial differences, can be deconstructed through the cultivation of diverse social networks, diversity-focused coursework, and engagement in culturally relevant activities (Neville et al., 2014). Saenz et al., has built a conceptual framework for increasing cross-group interactions through precollege experiences such as leadership training and diversity-focused academic programs, which has shown positive effects for both underrepresented and majority identity groups in navigating a pluralistic democracy (Saenz et al., 2007). Therefore, facilitating these diverse interactions, through DEI initiatives is crucial, as it provides mutual benefits to both majority identity groups and underrepresented students.

A significant obstacle to the broad implementation and sustainability of DEI programs is the lack of rigorous methods for measuring and reporting their impact. There must be more methodologically robust approaches to DEI efforts in STEMM, similar to how issues in science and health are addressed (Hinton and Lambert, 2022). Traditionally, the assessment of DEI programs has focused on diversity metrics such as the percentage of recruitment and retention of individuals from Persons Excluded due to Ethnicity or Race (PEER), due to the ease of measurement. While diverse individuals are often recruited in the name of diversity, they may leave just as quickly due to an unsupportive environment—one that lacks true inclusivity (Bethea et al., 2024). Therefore, to fully capture the impact of DEI, there must be more effort placed on evaluating inclusivity and belonging in STEMM (Hinton and Lambert, 2022).

Microaggressions can create significant barriers to inclusion. Microaggressions include subtle purposeful or unconscious discriminatory statement or action(s) regarded as discrimination against a member of a marginalized community (Sue et al., 2007). Although individuals who experience microaggressions may not always report them, tracking these incidents is crucial for informing strategies to promote inclusivity. Instruments such as the Racial Microaggressions Scale—an anonymous survey that quantifies microaggressions—can be used but should be tailored for the relevant population and field (Torres-Harding et al., 2012). For example, when engaging with a culturally diverse population, it is important to include questions about microaggressions related to cultural appropriation, as these may be particularly relevant to their experiences. Thus, relevant microaggression scales, including those designed to measure gendered (Gartner et al., 2020), sexual orientation-based (Nadal, 2019), or ableist (Conover et al., 2017) microaggressions, should be utilized, as appropriate.

Belonging on a personal level has been defined as: 1) sense of involvement in everyday practices and 2) sense of being included in the general environment (Hagerty and Patusky, 1995). Admittedly, measuring belonging can be much more difficult, and may require mixed method approaches and collaboration with social science fields. Numerous scales have been formulated that measure an individual's sense of belonging on both an institutional level (e.g., view of inclusive policies and support systems) and a personal level (e.g., social connections), either through direct questionnaires, asking about belonging, or indirect questions which serve as a proxy to determine a sense of belonging (Strayhorn, 2019; Fuchs et al., 2021; Neikirk et al., 2023a). Underrepresented students have felt, on average, a lower sense of belonging than majority identity groups of students, due to weak interpersonal relationships and a lack of STEMM identity (Strayhorn, 2009; Costen et al., 2013; Rainey et al., 2018). Thus, a lack of sense of belonging may signify a lack of equity and inclusion, making it an important metric to consider.

DEI seeks to provide equal opportunity to historically underrepresented minorities by dismantling systemic barriers (Mays et al., 2023) so that all individuals can bring their authentic selves to the workplace and classroom. Importantly, DEI is not about simply counting the number of people with different skin tones in the room, meeting diversity quotas, or conducting stand-alone “diversity pieces of training.” Instead, it involves a nuanced, multifaceted approach that includes early career STEM pipeline programs, recognition of micro- and macro-level barriers (i.e., know-your-place aggression, code-switching, microaggressions, etc.) (Hinton Jr et al., 2020b; Marshall et al., 2021; Rolle et al., 2021; Neikirk et al., 2023c), establishing mentoring networks with underrepresented faculty, forming student resource groups, offering academic advising, and so much more. Each of these facets within DEI programming has been shown by several groups to increase the recruitment and retention of underrepresented minorities in STEMM (Mills, 2020; Brown, 2021; Neikirk et al., 2023c). However, these components are seldom discussed in dialogues about DEI, nor are they explicitly laid out in institutional strategic plans.

Most importantly, the conversation around the purpose of DEI must shift to highlight its connection with mentoring. Currently, many institutions have DEI departments but lack dedicated mentoring offices/departments (Marshall et al., 2022c). Moving forward, it must be clear that mentoring and the advancement of mentoring fall under DEI advancements. New forms of mentorship including multimentoring systems and intentional mentoring, as well as the literature around mentoring have advanced as a mechanism to increase inclusion (Johnson, 2002; Montgomery et al., 2014; Montgomery and Page, 2018; Hinton Jr et al., 2020b; McGee, 2020; McReynolds et al., 2020; National Academies of Sciences, 2020; Shuler et al., 2021; Termini et al., 2021a, 2021b; Davis-Reyes et al., 2022; De Lora et al., 2022; Murray et al., 2022b). Additionally, programs within DEI are not about offering unfair advantages, but rather about promoting inclusion for all. For example, our work to improve inclusion and mentoring has included developing undergraduate programs (Marshall et al., 2022a, 2022b, 2022c; Barongan et al., 2023) and writing accountability groups (Spencer et al., 2022; Neikirk et al., 2023b), to promote the professional and career development of all individuals involved within them. More broadly, the skills of DEI departments in career development and professional development must be emphasized. DEI departments are not only for individuals of certain backgrounds. Examples of DEI-related seminars may often include skills such as how to say “no” to unreasonable requests (Hinton Jr. et al., 2020), effectively networking (Beasley et al., 2023), using social media (Heemstra, 2020), managing technostress (Murray et al., 2022c), approaching situations with cultural humility (Murray et al., 2022a), resilience or grit (Duckworth et al., 2007), and creating effective laboratory environments (Marshall et al., 2023). All these potential topics led by DEI departments are about creating a more equitable environment and they also offer an opportunity for professional development for all individuals. Similarly, promoting leadership in professional development (Ruiz et al., 2022), as well as establishing undergraduate research programs or summer programs (Gilmore et al., 2015; Bruthers and Matyas, 2020; Bhatti, 2021; Beasley et al., 2024a, 2024b), are known ways of improving diversity and retention of students within STEMM. Importantly, this is not because these programs offer an unfair advantage; rather, they provide skill building for all those involved in them, which is especially valuable for underrepresented individuals who may not otherwise have these opportunities.

CONCLUSION

As anti-DEI legislation continues to be enacted, it is crucial that we recognize the ramifications and actively oppose efforts that undermine DEI initiatives. Despite ongoing DEI efforts, many underrepresented individuals within STEMM continue to exit the academic pipeline due to challenges such as microaggressions and toxic stress (Allen-Ramdial and Campbell, 2014; Hinton Jr et al., 2020a). DEI encompasses more than just diversity training or meeting arbitrary diversity quotas. Dismissing the importance of DEI and the contributions of diverse populations can have profound lasting implications within STEMM. The erosion of DEI programs will result in fewer support systems for underrepresented students in STEMM, thereby worsening existing disparities in racial and gender parity. This will inevitably affect the quality of research and health equity in the future. By intentionally emphasizing the necessity of DEI in STEMM and providing evidence-based assessments of its impact at institutions, we can ensure that DEI is not perceived as a fleeting trend but as a fundamental and enduring aspect of STEMM and higher education.

MEET THE AUTHORS

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Vijayvardhan (Vijay) Kamalumpundi: I'm Vijayvardhan (Vijay) Kamalumpundi, a first-year Internal Medicine resident at Mayo Clinic. I completed my Bachelor of Science in Human Physiology before attending medical school at the University of Iowa Carver College of Medicine. During medical school, I became deeply committed to advocating for people of color in healthcare. In response to the George Floyd incident, I collaborated with medical education experts and peers to create an elective that addresses the misuse of race in clinical algorithms and the harmful effects of race-based medical practices. I am also actively engaged in promoting health equity within the STEMM (Science, Technology, Engineering, Mathematics, and Medicine) pipeline by co-authoring several evidence-based manuscripts each year with Dr. Antentor Hinton's lab. Our work is focused on mentoring and improving the retention of underrepresented minorities in STEMM fields. My research interests lie at the intersection of obesity and gastroenterology, with a particular focus on managing esophageal disease and addressing global health challenges related to access to gastroenterology care. While I'm still early in my training and my plans may evolve, I am currently interested in pursuing a fellowship in gastroenterology, ideally in a setting where I can continue advancing health outcomes for marginalized communities.

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Kit Neikirk. BSc: I'm Kit Neikirk! I graduated from the University of Hawaii at Hilo in 2023 with degrees in Chemistry (Biosciences Track), Biology (Cell, Molecular, & Biomedical track), and Sociology. I was also awarded certificates in STEM Honors (Chemistry) and Global Engagement. During my time at university, I served as Editor-In-Chief of the academic journal and worked in student government, supporting my fellow students through the challenges of the COVID pandemic. I currently continue to publish several manuscripts based on my research in the Hinton Lab at Vanderbilt University, where my focus has been on how mitochondrial structure changes across aging and pathology in murine and human tissue types. As a Marshall Scholar, I currently am pursuing an Master's in Public Health at the University of Edinburgh, with long-term plans to use medical imaging to reduce health disparities.

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Debora Kamin Mukaz, MS, PhD: I am an Assistant Professor in the Department of Medicine at the Larner College of Medicine at the University of Vermont. My research focuses on the impact of systemic racism and other forms of systemic oppression on cardiovascular and cardiometabolic inequities, as well as how these inequities are biologically embodied. I aim to integrate molecular and social epidemiology principles to explore whether and how systemic oppressions affect protein biomarkers, as well as genetic and epigenetic markers, to increase the risk of poor cardiovascular health in historically marginalized communities. Currently, I am examining the intersectionality of structural racism, sexism, and classism and their impact on cardiovascular health and inflammation in Black and White women and men using data from the U.S. REGARDS study. I also conduct research on the epidemiology of COVID-19. Additionally, I co-founded and serve as the President of Black In Cardio, an organization dedicated to raising awareness about cardiovascular health and conditions in Black communities and highlighting Black professionals in cardiovascular fields.

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Zer Vue: I am a Research Instructor at Vanderbilt University's School of Medicine Basic Sciences, working in the laboratory of Dr. Antentor Hinton in the Department of Molecular Physiology and Biophysics. I earned my Ph.D. in Developmental Biology at Baylor College of Medicine, and since joining the Hinton lab, I've been focused on projects related to 3D mitochondrial fragmentation and its association with the MICOS complex in aging. My research aims to elucidate the role of mitochondria in aging, with the ultimate goal of slowing down the aging process in humans. I am particularly interested in understanding the molecular mechanisms that regulate cristae dynamics and organelle-organelle contact and how these processes change in aging and pathophysiological conditions. I am also passionate about promoting diversity and inclusion in STEM, actively mentoring students from underrepresented backgrounds and contributing to efforts that foster equity in academic and research environments.

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Neng Vue, JD: I am Neng Vue, a current scientific artist and editor within the Hinton laboratory. I hold a JD from the University of Minnesota-Twin Cities, where I graduated in 2006, and a Bachelor of Arts with a double major in Sociology and Women's Studies from the University of California-Davis, completed in 1999. My professional focus lies at the intersection of law, scientific artistry, and addressing disparities, particularly in Asian American and women's studies. As a scientific artist, I bring creative perspectives to complex issues, aiming to highlight inequities and contribute to broader conversations on social justice and representation within these fields.

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Sulema Perales, Ph.D, LMHC: I'm Sulema Perales! I earned a bachelor's degree in psychology, a master's degree in Rehabilitation Counseling, and my doctoral degree in Rehabilitation Counseling. During my master's I devoted clinical work and research with youth who dealt with disparities of the justice system. I am a licensed mental health counselor, and a certified yoga/mindfulness teacher. I am currently working for New Mexico Highlands University (NMHU) as a tenure-track Assistant Professor for the counseling program. I continue my work in exploring all edges and opportunities the counseling field has to offer. I am devoted to addressing multicultural disparities in my teachings and research. I also promote a holistic lens to help reduce mental health stressors.

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Antentor Hinton Jr., PhD: I am an Assistant Professor in the Department of Molecular Physiology and Biophysics at Vanderbilt University and a member of the Vanderbilt Diabetes Research and Training Center. My research focuses on insulin-mediated molecular mechanisms regulating cristae dynamics and the relationship between mitochondria and the endoplasmic reticulum (MERCs) under pathophysiological conditions like diabetes. As a Burroughs Wellcome Fund CASI awardee and NIH-funded investigator, I have developed expertise in ultrastructural analysis and MERC quantification. I am deeply committed to diversity, equity, and inclusion (DEI), having created initiatives like the 1000 Black Scientists List and collaborated with the University of Iowa's Office of DEI on outreach and mentorship programs. My work has been recognized by Forbes as one of the 100 Black Culture Makers, and I've mentored over 100 students, many of whom have gone on to pursue advanced degrees. Throughout my career, I've focused on fostering diversity in STEM through recruitment, mentoring, and career development programs, including my role in establishing a pipeline for underrepresented students in academia and medical research.

Abbreviations used:

DEI

diversity, equity, and inclusion

eGFR

estimated glomerular filtration rate

HBCU

historically black college and university

PEER

persons excluded due to ethnicity or race

PWI

primarily white institution

STEM

science, technology, engineering, mathematics, and medicine

US

United States

Footnotes

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