This editorial was written by junior faculty members in the summer
months of 2020 during a confluence of global events. While facing
a worldwide pandemic, we began to confront the ways that a racist, sexist,
and xenophobic culture continues to shape our field. We came together
at first not to write an editorial, but to find a sense of community,
forming a cohesive peer-mentoring network during social isolation
at the onset of the pandemic. While we identify with distinct academic
and personal backgrounds, we found solidarity in conversations discussing
our independent careers, how they abruptly changed, and how to mentor
and support our students in the wake of social unrest. The publication
of the Hudlicky perspective amidst magnified Black Lives Matter and
LGBTQ+ movements, along with overt white supremacy and unjust immigration
policies, triggered a swift and uniformly strong reaction among us.
Many of us have been victims of the destructive norms that pervade
our field; all of us have witnessed them in practice. We unanimously
agree that they must not be a part of our future. What we wish to
share is our thoughts on how we might change the organic chemistry
community for the better as a collection of steadfast voices. In
doing so, we join with many of our colleagues in condemning exclusionary
and inequitable traditions. Yet, our position as rising leaders in
this community demands an even greater responsibility to future generations
of scientists, work that we joyfully take up to honor the commitments
of the mentors, families, and friends who have lifted us up to where
we are now. Each author of this Editorial commits to making a positive
change in their group and at their school, and we will hold each other
accountable over the course of our careers.
Toward
a Diverse Organic Chemistry Field
Organic chemistry benefits
society in profound ways, yet the composition of scientists in the
field does not accurately reflect the diverse communities we serve.
A significant portion of the chemistry talent from college is not
retained in the workforce.
1
This population
includes women and Black, Indigenous, and People of Color (BIPOC)
along with other underrepresented groups and those with invisible
identifiers (e.g., first generation, immigrants, low socioeconomic
status, LGBTQ+, and/or scholars with disabilities). Numerous studies
have documented the disparities that exist in salary, recognition,
and awards between men and women;
2−7
this inequality is further exacerbated for those with intersectional
underrepresented identities (e.g., women of color and Black transgender
scientists).
8,9
Our field’s limited diversity
has long been anecdotally attributed to lack of student interest,
ability, or commitment without examining the historical biases within
organic chemistry that dissuade potential scientists.
Herein,
we, a diverse group of junior faculty in organic chemistry, reflect
on the toxic aspects of our field’s culture and offer an optimistic
vision for the future that embraces diversity, equity, and inclusion
(DEI). Research has shown that diverse teams lead to greater innovation,
10−15
but striving for DEI is also a moral imperative because any other
scenario is unjust. We use a retrosynthetic approach to identify ways
to achieve that goal and emphasize that being inclusive and
rigorous are not mutually exclusive. Lastly, we make a commitment
to effecting positive change in our own groups and academic communities
that we hope will inspire others to do the same.
For far too
long, systemic racism, white supremacy, sexism, and other overt discriminatory
practices have created barriers for entry into organic chemistry.
Many laboratories have preserved hierarchical power structures wherein
racially charged slurs and sexual harassment are ignored. Organic
chemists have tolerated an unhealthy work environment, where working
long hours at the sacrifice of mental and physical health was accepted
as the “nature of the work.”
16−20
Cultural norms encompassing a “master”
and “apprentice” have reinforced arbitrary metrics for
academic rigor, such as quantifying the number of working hours per
week,
21
reactions or columns run, and/or
notebook pages completed. Moreover, the expectation that personal
boundaries will dissolve to accommodate advisors’ needs further
impairs our ability to retain STEM talent.
21
While persistence, dedication, and resilience are necessary virtues
for pursuing a Ph.D., evaluation obsessed with quantity rather than
quality promotes a lifestyle for students in which many suffer from
extreme sleep deprivation, anxiety, and/or depression.
22−24
Group meetings and qualifying exams that feature public berating
for not knowing the name of a reaction or mechanism engender feelings
of isolation and worthlessness for students. Yet, these practices
have remained pervasive in earning one’s stripes as a “true
organic chemist”.
Our vision begins by recognizing
that the organic chemists of this and future generations should be
diverse. The normalized picture of an older white gentleman
at a benchtop—distilling liquids night and day without social
interaction—no longer encapsulates the essence of who an organic
chemist is and what an organic chemist does. We, as organic chemists,
embody a range of identities. We are responsible for not only research,
but also for communication and dissemination of knowledge. Rather
than do this in isolation, we work in research groups, teach, attend
conferences and meetings, and socialize with peers. We are human.
We have unique life experiences, perspectives, and interests. And
yet, we are united by our passion for synthesis and the exquisite
beauty of orchestrating the architecture of molecules.
Despite a historically pinpointed focus on architecturally
complex natural products, contemporary organic synthesis has expanded
to include biomedically relevant macromolecules, polymer science,
biocatalysis, nanochemistry, and computationally-guided synthesis,
among others. In the same way that organic chemists are multifaceted,
we must accept that organic chemistry is no longer just applied to
natural product synthesis; even the goals and philosophy of total
synthesis have diversified. Elevating a single interest area over
another hinders innovation, as embracing new directions in organic
chemistry has greatly benefited our field.
25
We commit to training the next generation of chemists in a more
holistic way that emphasizes all of our strengths. In our vision for
organic chemistry, our field will not be afraid to replace destructive
traditions with healthy, new norms. The end result: a discipline in
which embracing diversity leads to the most creative century of science
our field has witnessed.
A Retrosynthetic Blueprint to Improving DEI
in Organic Chemistry
Arguably one of the most important contributions
to synthesis lies in the principles we use to deconstruct molecules:
retrosynthetic logic. This transformative concept is a long-standing
framework for complex molecule synthesis wherein routes are designed
with the target in mind. Integral aspects of successful retrosyntheses
include artistic freedom, biomimicry, and/or the display of a newly
developed chemical transformation. Over time, the emergence of new
bond disconnections has enabled progressive solutions to grand challenges.
Across all retrosynthetic approaches, a series of measurements are
used as “self-evaluation” from a novelty and efficiency
standpoint, including step, atom, and redox economies. Even the concept
of retrosynthesis is inclusive and has been extended to a diverse
subset of syntheses: crystal engineers model supramolecular synthons,
solid-state inorganic chemists use retrosynthetic logic to design
complex nanoparticles, and materials scientists conceive innovative
architectures using discrete retrons. Indeed, molecular architects
using retrosynthesis have a vision in mind, and careful selection
of constituents leads to convergent routes to obtain the target.
Given the widespread implementation of the logic of “starting
from the end” in organic chemistry, perhaps any complex target
can be “deconstructed” into smaller building blocks
using retrosynthesis. For instance, a vision to advocate for DEI in
organic chemistry
10,12,15
requires identifying what steps lead to the most convergent path
and what intermediates lie along the route. What would the starting
materials in a convergent path be? Here, we identify our starting
materials: (i) increasing awareness; (ii) improving approachability
of organic chemistry; (iii) teaching inclusively; (iv) providing both
mentorship and sponsorship; and (v) building communities (Figure 1
).
26
While these starting materials are complex, it is important
to recognize that they are readily accessible, meaning we
can work with these today to carve a path forward. After
developing an inclusive work environment that espouses optimal methods
toward retention and recruitment, we can build efficient convergent
routes toward the target of DEI in organic chemistry.
27
We detail below methodology in which individuals can access
these building blocks and empower diversity of personnel, backgrounds,
and research.
Figure 1
Retrosynthetic approach
toward diversity, equity, and inclusion (DEI) in organic chemistry.
I
Increasing Awareness
To improve the
culture of organic chemistry, we must increase awareness of the widespread
challenges that exist for underrepresented scientists. Ignorance and
denial of these issues exacerbates the problem and prevents effective
solutions, but passive acknowledgment without action can be equally
destructive. It is therefore important that we understand how our
individual, informed actions can contribute to positive change.
As practitioners, teachers, and leaders in organic chemistry, we
must recognize our position of power and influence on students and
colleagues. First, we must own the current state of our field by identifying
actions or inactions that contribute to the toxic culture. Next, we
must use our authority to positively shape our groups. Similar to
our emphasis on safety in the laboratory, we must commit to regular
DEI education, which will help broaden each person’s awareness
of the barriers that exist within our field. We will increase awareness
by
Educating ourselves through
resources
28
from experts in advocacy of
DEI in STEM
Listening to personal accounts
and amplifying the voices of diverse chemists (e.g., invited seminars,
featured research in group meetings, safe spaces for reflection)
Encouraging participation in and serving
as faculty mentors for groups that promote inclusivity
Implementing equitable institution-specific policies
Stimulating consistent discourse on DEI
problems, effective solutions, and community buy-in
II
Improving Approachability of Organic Chemistry
Organic chemistry has historically been an exclusive club because
systemic racism, sexism, and overt discrimination have long created
higher activation barriers for marginalized scholars. Identifying
and dismantling these obstacles are critical to improve approachability
and build a field that welcomes diversity, including race, country
of origin, sexual orientation, gender identity and expression, ability,
and socioeconomic status. We commit to confronting known barriers
29
that perpetuate exclusivity by
Propagating inclusive application
policies (e.g., removing GRE requirements
30
and fees)
Forming meaningful partnerships
with national organizations (e.g., NOBCChE, SACNAS, AISES, EWOC, CWIC,
and oSTEM)
31
and their constituents to
engage students outside of traditional pipelines
Offering flexible work hours
Ensuring students receive a competitive living wage
Advocating for cluster hires to cultivate a sense of
belonging and mitigate homogeneity
Expanding
the definition of organic chemistry by championing interdisciplinary
research and encouraging collaborations
III
Teaching Inclusively
As educators, we are committed
to using inclusive teaching strategies that consider the diverse backgrounds,
perspectives, and lived experiences of the student body as a framework
to develop curriculum, class activities, and assessments.
32
Inclusive teaching can generate a greater sense
of community and engage underrepresented students. Here are some proven
strategies to make our classrooms more inclusive and reflective of
the contributions and scholarship of diverse scientists:
Emphasize the broader impacts of
organic chemistry through culturally relevant topics to develop the
identity of our students as chemists
33,34
Incorporate social justice issues into discussions (e.g.,
history of hazardous chemical exposure to vulnerable populations)
35−37
Utilize active learning strategies,
such as peer-led team learning and collaborative learning
38,39
Employ varied and equitable methods
of assessment, such as specifications or mastery-based grading models
40,41
IV
Providing Both Mentorship
and Sponsorship
Mentorship (i.e., guidance) and sponsorship
(i.e., advocacy) are critical for retaining minoritized scientists.
Compassionate and effective mentors and sponsors can help these scientists
achieve success.
42,43
Our ability to support our mentees
should not be restricted by our identities and should extend beyond
our own classrooms, groups, departments, and institutions. Our commitment
to unbiased mentorship and sponsorship will involve:
Identifying and calling out bias
within our groups, our departments, and our field
Empowering mentees to follow their career paths and
professional goals using individual development plans, even when these
goals differ from our own
Identifying
and seeking unique opportunities for professional development and
networking that are in alignment with our mentees’ career aspirations
Evaluating individuals based on progression,
establishing expectations, and revisiting them regularly
Actively supporting and nominating underrepresented
scientists for awards and advancement
Refereeing conflicts and being an ally for students in vulnerable
situations
Championing peer-to-peer support,
mentoring, and teamwork
V
Building
Communities
Building supportive learning communities is vital
to retain a diverse workforce. Each individual faces challenges (e.g.,
mental health, childcare, disability, discrimination) of which we
may not be aware. Therefore, it is our responsibility to create an
inclusive environment where everyone can thrive. Such teams founded
on mutual respect emphasize that the whole is greater than the sum
of the parts. Our philosophy is incompatible with the historical master–apprentice
hierarchy. Instead, we commit to build communities by
Practicing compassion in interactions
with our mentees
Replacing microaggressions
44
with microaffirmations
45
Normalizing life outside of the laboratory
by taking time off and actively promoting extracurricular activities
and affinity groups
Placing an equal
emphasis on mental and physical health
Discouraging unhealthy intra- and intergroup competition
Allowing team members to freely develop
into independent scientists
Synthesizing
a Diverse and Inclusive Field
Achieving our long-term vision
will require humility, honesty, and courage—traits that are
already essential to our work as scientists. Chemists are accustomed
to the humility of a failed experiment that “worked on paper.”
These “failures” often precede the serendipitous discoveries
that propel our field forward; yet, they only reveal themselves when
we honestly accept that our prior knowledge was incomplete. Similarly,
to engage in collaborative science requires the courage to admit that
our individual expertise has limits. The same virtues that enable
us to address complex research problems can be applied to the grand
challenge of reshaping the chemistry landscape to reflect the richness
of humanity. For this reason, we believe our field is poised for transformation.
Our plan to realize lasting change in the chemistry community is both a pledge and
a call to action. In every facet of our
roles as PIs, we commit ourselves to inclusive excellence by building
truly diverse departments that place an equal emphasis on scientific
scholarship and the dignity of its members. Even so, we acknowledge
that our own training within a flawed system has left us with implicit
biases and habits that demand reevaluation. In isolation, our commitments
are not enough; it is imperative that such efforts are collaborative
and anchored within a network of collective action so that the burden
of change does not fall on the few. The task at hand is much like
the practice of total synthesis: a recursive process that rarely proceeds
without failure, critical revision, and inspiration from collaborators.
The most “expedient” or “elegant” syntheses
are often achieved by merging independent efforts. Indeed, the diversity
and multiplicity of routes to a single product represent the beauty
of this enterprise. Our ideas on how to seek justice by changing
the culture within our organic chemistry community may be merely a
starting point, but we will proudly lead the charge, and we invite
you to join us.