Diversity, Equity, and Inclusion Ethos in the Faundez Lab

We, the Faundez Lab members, born in different parts of the world including the USA, Africa, South America, Europe, and Asia, belong to different ethnicities, genders and religions. We have collectively crafted this statement and consider it to be an evolving document. We will update this statement regularly as we continue to educate ourselves and strive for more diverse, inclusive and equitable spaces in academia (Updated December 3, 2024).

The complexity, adaptability, and evolvability across diverse levels of biological organization (cell, tissues, organs, and organisms) require a diversity of constituents and their interactions. For example, as of 2006, Homo sapiens, have at least 411 cell types, including 145 types of neurons in the brain (Biol. Rev. (2006), 81, pp. 425–455.). This number of cells, particularly in the brain, is increasing as new technologies emerge. Now we recognize 133 different types of neurons just in the human cortex (Nature (2018), 563(7729), pp. 72-78; Allen Brain Atlas: Cell Feature Search). As a point of contrast, a simple organism such as Hydra has 15 types of neurons (Science (2019), 365(6451), eaav9314).

We accept and embrace these principles of diversity in biology as they explain how nature continuously creatEs complexity and novelty (evolution). Therefore, we also believe that these principles should guide our behaviors in scientific communities. In fact, diversity, equity, and inclusion (DEI) are inextricably tied to doing rich, complex, and creative science (references listed below). The questions we face in cell biology and neuroscience are complex and challenging: having more diverse backgrounds, ideas, and viewpoints is the best way to make progress in tackling complex research problems.

We acknowledge the lack of diversity in academia and in the biomedical sciences. We recognize that the largely monochrome and homogenous makeup of our educational and research institutions is a long-standing problem. THIS FACT IS A PERSISTENT SYSTEMATIC BARRIER TO ENTRY AND SUCCESS THEREAFTER THAT DISPROPORTIONATELY AFFECTS CERTAIN GROUPS AND IDENTITIES INCLUDING WOMEN, PEERS (persons excluded because of their ethnicity or race; see https://pubmed.ncbi.nlm.nih.gov/32413295/), the LGBTQIA community, individuals with disabilities, and more recently international scholars who are facing discrimination before they even arrive to our country.

Our motto is "Sapere aude" or dare to know: dare to know nature, dare to know our fellow human beings, dare to know what people think and why they think that way. BY FAILING TO ENSURING THAT THE BIOMEDICAL SCIENCES ARE OPEN TO EVERYONE, WE LOSE THE INSIGHTS AND CONTRIBUTIONS BY THOSE INDIVIDUALS EXCLUDED FROM ACADEMIA

IN ORDER TO BUILD A TRULY DIVERSE COMMUNITY THAT SUPPORTS ALL OF ITS MEMBERS, IT IS IMPORTANT TO RECRUIT DIVERSE INDIVIDUALS AND LISTEN TO THEIR NEEDS, BUT ALSO TO ENSURE THAT INDIVIDUALS FROM UNDERREPRESENTED GROUPS ARE IN POSITIONS IN WHICH THEY HAVE THE POWER TO ENACT CHANGE FOR THEMSELVES AND OTHERS. BROADER REPRESENTATION IN ACADEMIA FOSTERS AN ENVIRONMENT OF ACCEPTANCE, HOPE, AND CREATIVITY. IT ALSO EMPOWERS YOUNG SCIENTISTS TO PERSEVERE IN SCIENCE THROUGH DEMONSTRATIONS OF TRIUMPHS OF COLLEAGUES FROM A DIVERSE SET OF GROUPS AND IDENTITIES. THUS, OUR GOAL IS TO ACTIVELY INCLUDE, REPRESENT, AND SUPPORT OUR PEERS FROM DISPROPORTIONATELY AFFECTED GROUPS AND IDENTITIES INCLUDING INDIVIDUALS WITH DISABILITIES, INDIVIDUALS FROM DISADVANTAGED BACKGROUNDS, AND GROUPS UNDERREPRESENTED IN SCIENCE BASED ON ETHNICITY OR RACE. IN THE U.S., THIS INCLUDES INDIGENOUS PEOPLES AS WELL AS INDIVIDUALS IDENTIFYING AS BLACK, AFRICAN AMERICAN, LATINX, OR HISPANIC (see Notice of NIH's Interest in Diversity).

For more information about diversity in science:

●      Listen to https://www.npr.org/podcasts/510308/hidden-brain

●      Read https://www.nature.com/news/collaboration-strength-in-diversity-1.15912

●      Read https://www.journals.uchicago.edu/doi/abs/10.1086/678973

Intersectionality

Intersectionality refers to contextualizing prejudice and privilege in the interaction of different aspects of our identities (related to race, gender, sexuality, neurodiversity, etc.). For example, applying intersectionality as a framework for the sciences means recognizing that women are treated differently and have very different experiences than men at their same level and/or institution, but Black women, non-binary women, and non-ablebodied women face additional and unique challenges due how these aspects of their identities intersect with womanhood.

Mentorship

The Faundez lab believes fully that the “product is the person.” We aim for trainees, at all levels, to receive mentorship tailored to their individual intellectual, scientific, and emotional needs. Thus, we meet our trainees “where they are” in terms of these skills and work as a team to ensure their long and short term progress and careers are met. Our goal, first and foremost, is to cultivate passion in science. We also aim to identify the strengths and weaknesses of our lab members and build upon them. Studies have shown that diverse labs generate more impactful papers than those that lack diversity (https://www.journals.uchicago.edu/doi/abs/10.1086/678973).

IN OUR TIME DOING RESEARCH, WE’VE ALSO FOUND THAT EXCEPTIONAL SCIENCE COMES FROM THOSE WHO FEEL SUPPORTED, INCLUDED, AND UPLIFTED IN THEIR JOURNEY TO SCIENTIFIC SUCCESS. WE IN THE FAUNDEZ LAB RECOGNIZE THE ABILITIES OF A PERSON, DEVELOP THEM, AND PUT THEM TO USE IN THE LAB AS WE EMBRACE THE SAPERE AUDE ATTITUDE. WE DO THIS WITH ALL MEMBERS OF THE LAB AND WITH THE COLLABORATIONS WE MAINTAIN. THUS, WE “SEE” EACH PERSON FOR WHO THEY ARE BY RECOGNIZING AND VALUING WHAT AN INDIVIDUAL CAN BRING TO THE TABLE AND HARNESSING THIS POTENTIAL FOR MUTUAL DEVELOPMENT

Teaching

The classroom is one of the first places where we have the opportunity to engage students in scientific thinking and what it means to be a scientist. Thus, we should always strive to create an environment where students from all backgrounds feel welcome and encouraged to be inquisitive. Importantly, the Faundez lab not only welcomes diverse trainees but celebrates their successes. Through participation in Emory’s FIRST program, five postdoctoral fellows from our group have been trained to mentor and teach at Historically Black Colleges and Universities in the Atlanta area.

Service

SERVICE TO THE ACADEMIC COMMUNITY IS FUNDAMENTAL TO SCIENTIFIC GROWTH AND DISCOVERY. THUS, BY SERVING ON COMMITTEES WE CAN INCITE CHANGE IN OUR UNIVERSITY, ACADEMIA AT LARGE, AND THE GREATER COMMUNITY. IN THE FAUNDEZ LAB, WE AIM TO USE OUR POWER AND PLATFORMS TO ENSURE THE VALUES AND VOICES OF THE UNDERREPRESENTED ARE HEARD AND SEEN ON UNIVERSITY COMMITTEES. ADDITIONALLY, OUR GOAL IS TO LEVERAGE OUR PRIVILEGE TO CREATE ENVIRONMENTS THAT OUR UNDERREPRESENTED COLLEAGUES THRIVE IN BY HOLDING ACADEMIC INSTITUTIONS ACCOUNTABLE FOR THEIR SILENCE, COMPLACENCY, AND INACTION. FOR THESE REASONS, WE MAINTAIN THAT DIVERSITY, EQUITY, AND INCLUSION ALSO INVOLVE ACCOUNTABILITY AND REPRESENTATION.

The Black Lives Matter (BLM) Movement

Inside and outside of science, Black Lives Matter. The forces of systematic racism producing racial disparities in victims of police violence and those producing racial disparities within our academic institutions are one and the same.

We want to be part of and construct an antiracist society where we are defined by our actions and morals and we recognize that antiracist action requires active participation rather than passive understanding/compliance with racist policies. We strive to erase the systemic injustices built in our society by recognizing the talent and contributions of our students, mentees, and colleagues irrespective of their race or ethnicity; by listening to and trusting the voices and lived experiences of PEERs; and by being civically engaged and supportive of antiracist policies and policymakers.

We commit to:

●      Increase the diversity, inclusiveness, and equity of our scientific communities.

●      Engage in productive conversations related to DEI, REGARDLESS of whether these discussions are uncomfortable. The only way to move forward and grow is to face these challenges directly.

●      Expand DEI to include accountability and representation.

●      Reflect on our own roles in enabling systematic racism, sexism, and ableism.

●      Acknowledge and combat racism, sexism, and ableism when we encounter it (if appropriate and supported by the affected individuals).

●      Self-educate about DEI, accountability, representation practices, and barriers.

●      Respect gender identity by using gender neutral language and correct pronouns.

Signatories for the December 3rd, 2024 version

Alicia R. Lane

Meghan E. Wynne

Jingchen Gu

Kaela S Singleton

Oluwaseun Ogunbona

Amanda A.H. Freeman

Avanti Gokhale

Erica Werner

Victor Faundez

Vedaja Surapaneni

Chelsea E. Lee

Stephanie A. Zlatic

Arielle Valdez-Sinon

Pernille Bülow

Hadassah Mendez-Vazquez

Eliana Liporace

Noah Scher

Related Emory Resources

●      Laney Graduate Student Council (LGSC) DEI resources

●      Office of Diversity, Equity, and Inclusion

●      School of Medicine (SOM) antiracism guide

●      Psychiatry Dept racial justice resources

●      Psychiatry Dept antiracism action guides

●      James Weldon Johnson Institute for the Study of Race and Difference - The JWJI Colloquium Series is a weekly lunch talk on Mondays with various speakers that addresses topics on race and difference

●      Justice Involvement Coalition

○      Watch: Defunding the Police: What Does It Mean?

●      Emory Library: Anti-racism practice 

●      CFDE inclusive pedagogy (https://cfde.emory.edu/programs/teaching/inclusive-pedagogy/index.html)

Related Outside Resources

●      Read:

○      Academics 4 Black Lives

○      Antiracism reading list from Ibram X. Kendi

○      Resources for Accountability and Actions for Black Lives

○      Does Gender Matter? by Ben Barres

○      Combahee River Collective Statement

●      Watch/Listen:

○      Some Reflections on the Dearth of Women in Science: A talk at Harvard Univ. by Ben Barres

○      NeuroRacism Panel #BlackInNeuroWeek

○      Code Switch from NPR