Starting the Conversation: Initial Listening and Identity Approaches to Community Cultural Wellness,

Inclusion of multiple viewpoints increases when teams are diverse and provides value in scientific communication and discovery. To promote retention and raise the critical mass of underrepresented persons in science, all voices must be heard “at the table” to include “ways of knowing” outside the do...

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Autores principales:	Beverly L. Smith-Keiling, Archana Sharma, Sheritta M. Fagbodun, Harsimranjit K. Chahal, Keyaira Singleton, Hari Gopalakrishnan, Katrina E. Paleologos, Jayla Brantley, Vy Nguyen, Mahesh Mathew, Amanda J. van de Ligt
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/21037cbc526f458ab99e6d56bbe025d2
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spelling	oai:doaj.org-article:21037cbc526f458ab99e6d56bbe025d22021-11-15T15:04:43ZStarting the Conversation: Initial Listening and Identity Approaches to Community Cultural Wellness,10.1128/jmbe.v21i1.20731935-78851935-7877https://doaj.org/article/21037cbc526f458ab99e6d56bbe025d22020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.2073https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Inclusion of multiple viewpoints increases when teams are diverse and provides value in scientific communication and discovery. To promote retention and raise the critical mass of underrepresented persons in science, all voices must be heard “at the table” to include “ways of knowing” outside the dominant institutional culture. These community-based inclusive concepts promote hearing all diverse perspectives for inclusive recognition of deeper socio-historical cultural wealth—collectively termed cultural wellness. When undergraduates and graduates in active-learning groups in class, or faculty collaborative teams on campus, start a project too quickly on task, opportunities are missed to be inclusive. While beginning a larger science project, we, student and faculty co-authors, first addressed this challenge —the need for greater inclusion of diverse perspectives—by starting a conversation. Here, we share ideas from our inclusive process. Based on social constructivist theories of co-constructing learning interpersonally, we co-mentored each other, learning from one another in community. We experientially considered how to inclusively collaborate across a demographically, geographically, and structurally heterogeneous group including multiple academic tiers from multiple ethnic backgrounds, cultural experiences, and institutions. Through an asset-based process grounded in several frameworks, we documented our introduction process of listening deeply, being mindful of identities including invisible cultural identities, recognizing each other with mutual respect, applying inclusive practices, and developing mutual trust and understanding. Building community takes time. Initial conversations can, and should, go deeper than mere introductions to build trust beyond social norms for relationships promoting cultural wellness.Beverly L. Smith-KeilingArchana SharmaSheritta M. FagbodunHarsimranjit K. ChahalKeyaira SingletonHari GopalakrishnanKatrina E. PaleologosJayla BrantleyVy NguyenMahesh MathewAmanda J. van de LigtAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Beverly L. Smith-Keiling Archana Sharma Sheritta M. Fagbodun Harsimranjit K. Chahal Keyaira Singleton Hari Gopalakrishnan Katrina E. Paleologos Jayla Brantley Vy Nguyen Mahesh Mathew Amanda J. van de Ligt Starting the Conversation: Initial Listening and Identity Approaches to Community Cultural Wellness,
description	Inclusion of multiple viewpoints increases when teams are diverse and provides value in scientific communication and discovery. To promote retention and raise the critical mass of underrepresented persons in science, all voices must be heard “at the table” to include “ways of knowing” outside the dominant institutional culture. These community-based inclusive concepts promote hearing all diverse perspectives for inclusive recognition of deeper socio-historical cultural wealth—collectively termed cultural wellness. When undergraduates and graduates in active-learning groups in class, or faculty collaborative teams on campus, start a project too quickly on task, opportunities are missed to be inclusive. While beginning a larger science project, we, student and faculty co-authors, first addressed this challenge —the need for greater inclusion of diverse perspectives—by starting a conversation. Here, we share ideas from our inclusive process. Based on social constructivist theories of co-constructing learning interpersonally, we co-mentored each other, learning from one another in community. We experientially considered how to inclusively collaborate across a demographically, geographically, and structurally heterogeneous group including multiple academic tiers from multiple ethnic backgrounds, cultural experiences, and institutions. Through an asset-based process grounded in several frameworks, we documented our introduction process of listening deeply, being mindful of identities including invisible cultural identities, recognizing each other with mutual respect, applying inclusive practices, and developing mutual trust and understanding. Building community takes time. Initial conversations can, and should, go deeper than mere introductions to build trust beyond social norms for relationships promoting cultural wellness.
format	article
author	Beverly L. Smith-Keiling Archana Sharma Sheritta M. Fagbodun Harsimranjit K. Chahal Keyaira Singleton Hari Gopalakrishnan Katrina E. Paleologos Jayla Brantley Vy Nguyen Mahesh Mathew Amanda J. van de Ligt
author_facet	Beverly L. Smith-Keiling Archana Sharma Sheritta M. Fagbodun Harsimranjit K. Chahal Keyaira Singleton Hari Gopalakrishnan Katrina E. Paleologos Jayla Brantley Vy Nguyen Mahesh Mathew Amanda J. van de Ligt
author_sort	Beverly L. Smith-Keiling
title	Starting the Conversation: Initial Listening and Identity Approaches to Community Cultural Wellness,
title_short	Starting the Conversation: Initial Listening and Identity Approaches to Community Cultural Wellness,
title_full	Starting the Conversation: Initial Listening and Identity Approaches to Community Cultural Wellness,
title_fullStr	Starting the Conversation: Initial Listening and Identity Approaches to Community Cultural Wellness,
title_full_unstemmed	Starting the Conversation: Initial Listening and Identity Approaches to Community Cultural Wellness,
title_sort	starting the conversation: initial listening and identity approaches to community cultural wellness,
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/21037cbc526f458ab99e6d56bbe025d2
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Starting the Conversation: Initial Listening and Identity Approaches to Community Cultural Wellness,

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