What is CLIMBS UP?
To increase diversity, equity, and inclusion in academic STEM faculty, we need a true transformation of the STEM climate. The CLIMBS UP project, funded by the National Science Foundation, examines how an inclusive climate affects academic STEM career outcomes, particularly for early-career individuals from underrepresented groups.
Despite the importance of diversity in science, success in achieving a more diverse STEM faculty has been limited. Career outcomes and attitudes are affected by having a workplace that is well-matched to one’s needs, skills, and values. We argue that for individuals in STEM from underrepresented groups, ‘fit’ requires an inclusive climate (i.e., an environment that values differences and makes all feel welcome), which is related to positive career outcomes. In particular, given the overwhelming importance of academic publishing for developing faculty careers in STEM, we suggest that an inclusive authorship climate allows individuals to receive appropriate authorship opportunities and credit, thereby supporting the transition of underrepresented individuals to STEM faculty and positively affecting the careers of faculty who persist.
To examine these proposed relationships, our team launched the CLIMBS UP survey to over 10,000 early career scholars in 124 departments across the United States between April and May 2021. We received over 3,500 responses from PhD students, postdoctoral scholars, and assistant professors in the fields of biology, economics, physics, and psychology. The survey was designed to measure perceptions of climate within the research group, department, and academic field. To address the impact of the COVID-19 pandemic on experiences in academia, we also assessed how participants’ research progress and well-being are affected by the ongoing global crisis.
We will strategically share the results of our project widely to maximize their positive effect on diversity, equity, and inclusion in STEM for early-career scholars in different types of departments and disciplines and to reduce barriers to full participation (e.g., high productivity, positive career attitudes) for underrepresented, early-career scholars. As our results become available, you can find more information here.
CLIMBS UP Posters:
Despite the importance of diversity in science, success in achieving a more diverse STEM faculty has been limited. Career outcomes and attitudes are affected by having a workplace that is well-matched to one’s needs, skills, and values. We argue that for individuals in STEM from underrepresented groups, ‘fit’ requires an inclusive climate (i.e., an environment that values differences and makes all feel welcome), which is related to positive career outcomes. In particular, given the overwhelming importance of academic publishing for developing faculty careers in STEM, we suggest that an inclusive authorship climate allows individuals to receive appropriate authorship opportunities and credit, thereby supporting the transition of underrepresented individuals to STEM faculty and positively affecting the careers of faculty who persist.
To examine these proposed relationships, our team launched the CLIMBS UP survey to over 10,000 early career scholars in 124 departments across the United States between April and May 2021. We received over 3,500 responses from PhD students, postdoctoral scholars, and assistant professors in the fields of biology, economics, physics, and psychology. The survey was designed to measure perceptions of climate within the research group, department, and academic field. To address the impact of the COVID-19 pandemic on experiences in academia, we also assessed how participants’ research progress and well-being are affected by the ongoing global crisis.
We will strategically share the results of our project widely to maximize their positive effect on diversity, equity, and inclusion in STEM for early-career scholars in different types of departments and disciplines and to reduce barriers to full participation (e.g., high productivity, positive career attitudes) for underrepresented, early-career scholars. As our results become available, you can find more information here.
CLIMBS UP Posters:
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PIsKendra Cheruvelil (Michigan State)
Kevin Elliott (Michigan State) Georgina Montgomery (Michigan State) Isis Settles (U. of Michigan) Erin Cech (U. of Michigan) |
Current CollaboratorsTangier Davis
Hannah Douglas Arika Hawkins Guizhen Ma Lexi Nadolsky Kathrina Robotham |
In the News |
CLIMBS UP PIs and collaborators:
Top Row (Left to Right): Isis Settles, Kendra Cheruvelil, Georgina Montgomery, Kevin Elliott
Middle Row (Left to Right): Erin Cech, Guizhen Ma, Hannah Douglas, Tangier Davis
Bottom Row (Left to Right): Lexi Nadolsky, Arika Hawkins
Top Row (Left to Right): Isis Settles, Kendra Cheruvelil, Georgina Montgomery, Kevin Elliott
Middle Row (Left to Right): Erin Cech, Guizhen Ma, Hannah Douglas, Tangier Davis
Bottom Row (Left to Right): Lexi Nadolsky, Arika Hawkins
Acknowledgments
Research supported by: NSF-HRD-ECR (1954767 and 200579). Affiliated with Michigan State University and the University of Michigan.
