Traditional Ecological Knowledge (TEK), or the subset of traditional knowledge maintained by Indigenous nations about the relationships between people and the environment, is positioned relative to other schools of thought and examples are given of its successful application to scientific research. The authors provide examples of how TEK has informed Western science historically and how it can currently be used to aid, expand, and ground current scientific research.

2017 research by the National Science Foundation has revealed a gross underrepresentation of African Americans in the biological workforce. This commentary outlines contributing factors to underrepresentation of African Americans in biology, especially institutionalized racism.

The diversity-innovation paradox illustrates that although diversity contributes positively to innovation, individuals from the underrepresented groups which diversify organizations often have less successful careers. Underrepresented groups produce higher rates of scientific novelty, yet see their contributions devalued and overlooked at higher rates than their peers. Stratification of academic systems may be partially to blame for the continued existence of this paradox.

Students from underrepresented minorities (URMs) to not integrate into STEM academic communities at the same rate as non-URM students. This study show that quality mentorship and research experience were positively related to URM student efficacy and wellbeing. However, mentoring and research experience alone may not be enough to encourage long-term persistence of URMs in STEM fields

This multisite case study examines the practices and impacts of colorblind mentoring from white faculty mentors. Colorblind practices often include the use of race-neutral or colorblind language, allowing White faculty mentors to describe BIPOC students as being less academically prepared or motivated rather than addressing the institutionalized or structural issues impacting student success. As a result, faculty perceptions of students may influence how BIPOC students perceive their own academic abilities.

The belief of some STEM faculty that students' ability is fixed is a major contributor to racial achievement gaps. In a large-scale study of over 150 STEM faculty and over 15000 students, this study found that racial achievement gaps were more than twice as large in classes taught by fixed-mindset faculty and that faculty mindset beliefs were the most important predictors of student motivation and success above all other measured faculty characteristics (race/ethnicity, gender, class, age, etc.).

Despite efforts to retain underrepresented minority (URM) students in STEM fields, there are still large achievement gaps between URM and non-URM students in higher education. This paper finds that active learning environments disproportionately benefit URM students in terms of academic performance, self-efficacy, and sense of social belonging, ultimately closing achievement gaps between URM and non-URM students. Active learning environments also benefited all students overall in the study regardless of background.