2021.11.24 research impact conf
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The document discusses the British Science Association's vision for science to be more representative, relevant, and connected to society. It provides reasons why diversity and inclusion in science are important, such as for social justice and research quality. The document also outlines challenges in achieving this vision, such as stereotypes around scientists, and proposes solutions like nurturing long-term community partnerships and challenging stereotypes through accessible research topics. The overall goal is to make science more inclusive and appealing to a wider range of people.
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2021.11.24 research impact conf
- 3. The BSA’s 10-year strategy Our vision is a future where science is more relevant, representative and connected to society
- 4. Is science representative of UK society? https://www.britishscienceassociation.org/Handlers/Download.ashx?IDMF=d7899dce-22d5-4880-bbcf- 669c0c35bda6
- 5. Equity in the STEM workforce https://www.britishscienceassociation.org/Handlers/Download.ashx?IDMF=3d51130a-458b-4363-9b2b- d197afc8382a
- 6. Why do we want science to be more representative of society? 1. Social justice https://warwick. ac.uk/fac/soc/ie r/ngrf/stem/basi cs/awareness/ 5.where-the- money-is1.pdf
- 7. 1. Social justice 2. Research quality Why do we want science to be more representative of society?
- 9. Why do we want science to be more connected to society?
- 10. 1. Citizen decisions e.g. vaccines Why do we want science to be more connected to society?
- 12. 1. Citizen decisions e.g. vaccines 2. Society’s decisions need to be made by all of us Why do we want science to be more connected to society?
- 14. Why do we want science to be more relevant to society?
- 15. When people think of science or scientists, they often think of this…
- 16. Or this…
- 21. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Universities Government Private sector % of people who said they trusted scientists who worked in these sectors https://assets.publishi ng.service.gov.uk/gov ernment/uploads/syst em/uploads/attachme nt_data/file/905466/p ublic-attitudes-to- science-2019.pdf Trust in science
- 23. What would change look like?
- 24. We’d like more people to think of science like this… Image credit: Jalene LaMontagne
- 25. Or this…
- 26. Or this…
- 27. Like football…
- 28. Or music…
- 30. •Relevant •Connected; and •Representative. Science needs to be more…
- 32. Can soggy crisps be made crispy again? Can hamsters be trained to use a potty? How does k-pop affect the human body? What materials do bubbles
- 36. Grants up to £25,000 or around £90,000 in: - the Highlands and Islands of Scotland; - Hull; - North West Northern Ireland; and - Oldham. We help communities tackle the problems that matter to them by connecting them with research professionals so they can work together to bring their ideas to life and both build new skills and
- 37. Community programmes Community grants Community leaders Community buddies Community Engagement Network
- 38. Our vision and mission Let’s break down barriers so good ideas can thrive
Editor's Notes
- Want to delve into what it means to be ‘relevant’, ‘representative’ and ‘connected’
- Complicated Qu – what counts as ‘science’ sector, should the ref. population be whole UK or cities/working age/etc? If just look at disability, gender and race, see considerable under-representation of minority groups. From Abi: My only comment would be that on slide 4, (where it mentions white women vs ethnic minority women) would be to emphasise that these figures are proportional and there are still a lot less racially minoritised women in STEM than White women – as I think there has been some confusion around this when external people haven’t quite grasped that its proportional. Though this might be more of a note for your presentation than your slides!
- Our work w/ APPG – consistent data collection/sharing make it difficult to understand the situation in more depth. But evidence submitted to inquiry suggests still lack of consensus on what works – and pandemic made it worse
- This data is quite old, hard to find up to date data for UK but general pattern persists
- 2 reasons
- Each of us as individuals faces decisions on science-based topics e.g. what we eat, how we travel, where we live, how we bring up kids
- Many of our most pressing challenges are science ones.
- Those of us in sci sector know it’s relevant. But often, it doesn’t feel relevant
- Combination of media & own experiences
- Children get the memo. Image is Google’s No.1 ‘children’s drawings of scientists’ 9 July 2018. Based on social scientist David Chambers’ ‘draw a scientist’ test. Originally done in 1983 – fewer than 1% of children drew a female scientist. By 2016, 28% of children drew a female scientists. These people are not like ‘us’; they don’t share our values, they wouldn’t make the same decisions as we would
- Not just funny…evidence shows stereotypes affect kids’ choices about whether to study science.
- ASPIRES killer slide
- Asked public about their own personal relationship to science
- PAS data: only 1/5 ppl have strong relationship w/ sci. Trust in science shows an interesting pattern – in general people say they trust scientists. Levels of trust vary depending on where the scientists work – around 90% of the people who responded to the PAS survey said they trust university scientists, and this figures drops to 75% for government scientists and 57% for private sector scientists. Despite the differences, overall, those are very high figures compared to other professions.
- Trust in science is rather fragile. This figure from PAS shows that around half the population believe that rules will not stop scientists doing what they want behind closed doors. Around a third of those surveyed believe the speed of dev means… and scientists adjust their…. Nearly half the PAS respondents said scientists are ‘secretive’ and 1 in 10 said they are “unethical” and “dishonest”. More recent data from surveys carried out during the pandemic by Ipsos Mori shows that the pandemic has not greatly changed the pattern of trust in scientists – the pandemic hasn’t reduced trust but hasn’t bolstered it either.
- ASPIRES killer slide
- ASPIRES killer slide
- Will include some case studies from the BSA’s portfolio
- Let’s start with representative & challenging stereotypes
- Resist the temptation to use science paraphernalia, like lab coats, if it’s not actually part of your discipline. Be yourself. Showcase the rounded human you are, not just the objective science persona you put on show. Show off your team – the junior researchers, the technicians, the students, your mum, everyone. Provide a platform for scientists from under-represented groups.
- If you’re going into a school, consider using CREST to structure the activity. Doesn’t need to be your area, bring your research skills
- Aims to build science engagement capacity Moves to a new UK city/uni every year
- Sometimes there is an assumption that ‘talking at’ is the only model. Build links w/ communities; seek to be useful rather than to broadcast. Value knowledge gained outside partnerships. Share power
- Grants in Round One…We want to promote diversity and inclusion by supporting great, innovative ideas that focus on improving mental wellbeing - particularly in rural or minority ethnic communities or amongst young, marginalised or socioeconomically disadvantaged people who have been overlooked in the past. Note the shift in language here – focusing on helping communities tackle the problems that they have identified. Piloting several innovations to address the traditional power imbalance e.g. funding decisions made locally by panels including community representatives
- Cluster of programmes dev’d in organic way over ~6 years. Intentional escalator Grants linked to BSW/BSF – clear purpose, giving permission, inclusion
- We can’t do it alone. Our research sector partners are key. Join us