We will be prompting considerations for different EDI/Outreach questions to discuss during the symposium. What EDI/Outreach question(s) would you like to propose for discussion (please note, we may not be able to address all questions, but we will identify as many questions/themes as possible)? What is the most efficient way to reach high school teachers (if our project reaches out to them or their students)? What are the best practices for reaching out to an underserved community with opportunities for outreach/resources? Often I feel a hesitation/concern that the 'free' stuff isn't really free. How do we deal with the conundrum of wanting our selections (eg of faculty, grad students) to be diverse, but that selection only happening one person at a time? "How to address defensiveness against EDI (""affirmative action means undermining talented men"")? Career and family ""planning"" in a field where one-year contracts are normal?" How to create an environment that minimizes the us/them reaction that is common for those who do not typically feel like EDI issues include their identities. What is the best way to start this conversation with people who are resistant? "What are other departments doing to integrate EDI? How can you start a mentorship program in your department? How can people be allies? How can men be allies to women and gender minorities in physics? How can White people be allies to BIPOC physicists? How can straight people be allies to LGBTQ+ physicists? What unique challenges do international students face in academic settings, and how can they be better supported? Considering that many physics students may choose careers outside of academia, what steps can we take to validate and support diverse career paths within the curriculum and department culture? What advice would you give to researchers who are new to the concepts of EDI and Indigenization but want to meaningfully incorporate these into their research? How does an inclusive curriculum look different from a traditional one, and what steps can departments take to integrate such curricula? How can we decolonize physics and astrophysics, especially in education?" How do we integrate EDI into everything we do, versus it being something "in addition"? "How do we engage meaningfully in this work so that we develop more co-resistors? By this, I mean, bringing along ""allies"" to move beyond focuses on recruitment and be willing to demand actual systems change (which requires a shift in power). How has innovation stagnated under (late stage) capitalism and will merely a demographic shift (i.e., more xx in yy field with zz experience), without a fundamental systemic shift, honestly change this? Can we imagine a world like this? What are the possible ways for departments/schools/collaborations to acknowledge and reward the EDI work? What are the pros and cons of the new funding agency requirement of EDI statements in grant proposals? Canada tends to be ahead of the game (from my experience) on EDI issues, on average, compared to the US but especially compared to countries outside of North America like countries in Europe. How do we get others on board with EDI initiatives in larger international collaborations when met with resistance, generally from others who come from very different EDI backgrounds and levels of awareness. No suggestions; willing to learn from others.
Community of Practice
Big Questions Generator: (as suggested by CAP survey respondants, May 2024).
CAP EDI