Social Justice and Equity
Because STEM refers to such a diverse array of fields and focuses, it's difficult to recognize similarities between its many disciplines. For one person, STEM might look like a biologist in a white lab coat peering through a microscope. To another, STEM may resemble a physicist or mathematician proving theories of quantum mechanics. Although these scientists vary greatly in their studies, a common purpose unites them: problem-solving for the greater good. Since the beginning of time, scientists and engineers have developed solutions for societal issues. Here, we explore the advances made in the realms of social justice and equity by our own problem-solvers here at the University of Utah.
Social Justice
Brittany Coats and her team tackle the uncertainty in infantile brain injury diagnoses
So these are infants that can't talk. You have no idea what happened to them. They have no way of communicating...
When a parent brings a crying infant into the hospital, the most typical alibi given by the parent is that the child fell. While accidental falls are quite common in infants and toddlers, it is important to analyze all the potential sources of infantile traumatic brain injury. Brittany Coats and her research team focus on developing computational models using skull fracture imaging data to deduce whether or not infant brain injury can be attributed to accidental falls or child abuse. Coats' computational model can take this real-life data and run simulations to confirm or deny alibis given by parents in as few as a couple hours. Not surprisingly, Coats' research has received grants from the Department of Justice for its continued devotion to improving the diagnoses of infant brain injuries. Coats continues to develop her computational model and improve its ability to accurately determine the source of these skull fractures and hopes that one day, it can develop into a broader model for more injuries.
... hopefully we can expand it to other injury types too, looking for different patterns and why they may or may not be indicative of abuse.
- Brittany Coats, PhD
Equity
McKenzie Skiles plans on implementing changes in the upper levels of STEM organizations
The main thing that I would like to address is just equity and who gets nominated and recieves awards. So it's finding a way or thinking creatively to motivate people to nominate women in the first place.
- McKenzie Skiles, PhD
As Cryosphere section president, McKenzie Skiles is working alongside the current president to implement new policies within the American Geophysical Union to promote positive change. She hopes to help inspire an environment that motivates people to include and recognize women for their achievements in geology.
Skile's research centers around snow hydrology, as snow is such a prevalent and importance source of water.
Holly Sebahar emphasizes diversity and inclusion in STEM fields
Dr. Sebahar's participation in the Diversity, Equity and Inclusion committees at the University of Utah comes from her personal desire to help create a more welcoming environment for her students. She teaches big classes with students from many backgrounds so she appreciates chances to learn about and stand up for inclusivity in ways that matter. She emphasizes the need to have honest conversations with students to grasp their experiences and make sure they feel supported even when facing broader challenges in both society and academia.
So it's always been one of my goals to try to make sure that I'm doing a good job of making sure everyone feels included... I think it's worth being mindful about and continuing to have conversations with students to see how they— how they're feeling because you get caught up on the national story and the headlines and the laws. But I think the best way to see how your students are doing is to ask, right, to really have those conversations.
Holly Sebahar, Ph.D., believes in creating an inclusive environment for her students and actively seeks ways to minimize biases in her classroom. One measure she has implemented is having students to submit their exams with their university ID numbers instead of their names. She explains:
In the classes, I think it's important to make sure that we do have representation for as many students as possible. So for example, hiring a diverse set of TAs I think can be helpful. And then I think small things can matter, like we learned a lot about bias and unconscious bias, and that's one of the reasons that I put the university ID number on my exams, because I don't want that sneaking into my class, right? I don't want TAs to be grading and see whatever name it is there, and then bring their bias with them as they're grading. So I would love to see more professors do that so we can feel a little bit more comfortable that the bias isn't making its way into the classroom.
- Holly Sebahar, PhD
Eliza Diggins focuses increasing equity in academia
It's amazing what the culture of individual faculty members can do to shape how inclusive an environment is.
- Eliza Diggins, PhD
Eliza Diggins, a researcher here at the University of Utah, is working both in and out of the lab to improve accessibility and advocacy for the neurodivergent and LGBTQ+ community here on campus. She emphasizes the importance of building community in academia and STEM environments.
Eliza Diggins graduated from the University of Utah with degrees in applied mathematics and physics and is currently researching astrophysics and epidemiology.
Kristina Feldman on Resource Centers
Prior to July 1, 2024, The University of Utah had a Women's Resource Center, LGBT Resource Center, Center for Student Equity and Belonging, and Black Cultural Center. Many students found these centers vital to access important resources that they needed to feel safe and welcomed. Unfortunately, these resource centers were closed due to a law that was passed called HB 261, also known as the "Equal Opportunities Initiatives."
"This bill prohibits an institution of higher education, the public education system, and a governmental employer from taking certain actions and engaging in discriminatory practices."
-Utah State Legislature
The sudden dissipation of these resource centers causes problems for all students alike; however, it can be particularly detrimental to neurodivergent individuals who are at a high risk of depression and suicide. Many of these indiviuals relied on these resource centers to feel a sense of belonging. According to Kristina Feldman, the closure of these centers could prove detrimental to many.
It's just super upsetting. It makes me almost teary eyed because I just–I'm so terrified for people who don't have that outlet anymore. I'm like, where can those people go? Small support systems can make a huge difference in someone's life, and so I think it's a huge problem.
-Kristina Feldman, PhD
*Please note that some quotes have been edited for clarity. If you would like to hear the whole quotes listen to the clips and/or the full interviews.
Page written by Emma Ferran, Danika Ishida, Avery Balk, Zaneb Anwar