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Module 1: The three I's
Module 1: The three I's
- Presentation: Introduce the “three I’s” as a framework for analyzing modes of privilege and oppression in science.
- Activity: Brainstorm sources of privilege in science and analyze these sources and a set of scenarios using the three I's framework.
- Presentation: Deep-dive into the first “I” (interpersonal), with a focus on implicit bias and unequal speaking time between groups (e.g. men and women).
- Homework: Students should read (Moss-Racusin, 2012) and write a brief response prior to this module. There is also a personal essay assignment that they must complete before Module 2.
Module 2: Our stories, ourselves
Module 2: Our stories, ourselves
- Presentation: Introduce the second “I”, (internalized), with a focus on impostor syndrome and stereotype threat.
- Discussion: Students share personal experiences in science, relating them to concepts (interpersonal, internalized) that they learned about in in the first two modules.
- Discussion: Brainstorm steps to combat interpersonal and internalized forms of oppression in everyday life.
- Presentation: Additional strategies for self and mutual empowerment
- Homework: A follow-up reflection essay is due prior to Module 3.
Module 3: History and institutions
Module 3: History and institutions
- Presentation: Introduce the third “I”, (institutional); how norms and institutional practices can advantage groups that were historically overrepresented in science.
- Activity: Analyze two aspects of graduate school – the importance of the PI relationship and the lack of clear structure for success – as examples of institutionalized privilege.
- Presentation: Remember two stories; the attempted racial integration of Harvard Medical School (1850) and the history of women in coding (1960s-present).
- Activity: Look at examples of of how scientific institutions can be reformed to promote diversity and inclusion.
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