As COVID19 swept across the globe in 2020, universities tried to address disruptions that could widen existing inequities in academia. But despite the good intentions, many worry these moves fall short of what is needed.
As the COVID-19 pandemic swept across the globe in 2020, calls began to ring out for universities to swiftly address concerns that interruptions to research, closure of schools and day cares, and other disruptions could widen existing inequities in academia and make it harder for women and researchers from other underrepresented groups to stay afloat.
In all cases, faculty were instructed to focus their statements on professional disruptions, such as lab closures, travel restrictions, and increased teaching and advising workloads. Twenty-two percent of institutions prohibited faculty from mentioning personal circumstances such as increased caregiving responsibilities, but many others left the door open to such disclosures—a significant departure from standard tenure and promotion procedures.
Misra has been leading workshops on her campus and elsewhere to train faculty to review pandemic impact statements equitably. She and her fellow trainers present case studies involving fictional professors and ask attendees to discuss how they would handle each case. “The idea is that if you think through enough cases before you start talking about colleagues in your department, you have a set of principles in mind,” she says.
“Continuing to wait until [a faculty member] ‘catches up’ just widens the power, access, and pay gaps that come with tenure and promotion,” says Smith, whose research found that
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