Disproportionate impacts of COVID-19 on marginalized and minoritized early-career academic scientists
Early research on the impact of COVID-19 on academic scientists suggests that disruptions to research, teaching, and daily work life are not experienced equally. However, this work has overwhelmingly focused on experiences of women and parents, with limited attention to the disproportionate impact o...
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| Veröffentlicht in: | PloS one 2022-09, Vol.17 (9), p.e0274278 |
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| creator | Douglas, Hannah M Settles, Isis H Cech, Erin A Montgomery, Georgina M Nadolsky, Lexi R Hawkins, Arika K Ma, Guizhen Davis, Tangier M Elliott, Kevin C Cheruvelil, Kendra Spence |
| description | Early research on the impact of COVID-19 on academic scientists suggests that disruptions to research, teaching, and daily work life are not experienced equally. However, this work has overwhelmingly focused on experiences of women and parents, with limited attention to the disproportionate impact on academic work by race, disability status, sexual identity, first-generation status, and academic career stage. Using a stratified random survey sample of early-career academics in four science disciplines (N = 3,277), we investigated socio-demographic and career stage differences in the effect of the COVID-19 pandemic along seven work outcomes: changes in four work areas (research progress, workload, concern about career advancement, support from mentors) and work disruptions due to three COVID-19 related life challenges (physical health, mental health, and caretaking). Our analyses examined patterns across career stages as well as separately for doctoral students and for postdocs/assistant professors. Overall, our results indicate that scientists from marginalized (i.e., devalued) and minoritized (i.e., underrepresented) groups across early career stages reported more negative work outcomes as a result of COVID-19. However, there were notable patterns of differences depending on the socio-demographic identities examined. Those with a physical or mental disability were negatively impacted on all seven work outcomes. Women, primary caregivers, underrepresented racial minorities, sexual minorities, and first-generation scholars reported more negative experiences across several outcomes such as increased disruptions due to physical health symptoms and additional caretaking compared to more privileged counterparts. Doctoral students reported more work disruptions from life challenges than other early-career scholars, especially those related to health problems, while assistant professors reported more negative changes in areas such as decreased research progress and increased workload. These findings suggest that the COVID-19 pandemic has disproportionately harmed work outcomes for minoritized and marginalized early-career scholars. Institutional interventions are required to address these inequalities in an effort to retain diverse cohorts in academic science. |
| doi_str_mv | 10.1371/journal.pone.0274278 |
| format | Article |
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However, this work has overwhelmingly focused on experiences of women and parents, with limited attention to the disproportionate impact on academic work by race, disability status, sexual identity, first-generation status, and academic career stage. Using a stratified random survey sample of early-career academics in four science disciplines (N = 3,277), we investigated socio-demographic and career stage differences in the effect of the COVID-19 pandemic along seven work outcomes: changes in four work areas (research progress, workload, concern about career advancement, support from mentors) and work disruptions due to three COVID-19 related life challenges (physical health, mental health, and caretaking). Our analyses examined patterns across career stages as well as separately for doctoral students and for postdocs/assistant professors. Overall, our results indicate that scientists from marginalized (i.e., devalued) and minoritized (i.e., underrepresented) groups across early career stages reported more negative work outcomes as a result of COVID-19. However, there were notable patterns of differences depending on the socio-demographic identities examined. Those with a physical or mental disability were negatively impacted on all seven work outcomes. Women, primary caregivers, underrepresented racial minorities, sexual minorities, and first-generation scholars reported more negative experiences across several outcomes such as increased disruptions due to physical health symptoms and additional caretaking compared to more privileged counterparts. Doctoral students reported more work disruptions from life challenges than other early-career scholars, especially those related to health problems, while assistant professors reported more negative changes in areas such as decreased research progress and increased workload. These findings suggest that the COVID-19 pandemic has disproportionately harmed work outcomes for minoritized and marginalized early-career scholars. Institutional interventions are required to address these inequalities in an effort to retain diverse cohorts in academic science.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0274278</identifier><identifier>PMID: 36099241</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Academic careers ; Academic disciplines ; Author productivity ; Biology ; Biology and Life Sciences ; Burnout ; Career advancement ; Careers ; Caregivers ; College faculty ; College students ; Consent ; Control ; COVID-19 ; COVID-19 - epidemiology ; Demographics ; Demography ; Disability ; Educational aspects ; Epidemics ; Female ; Graduate students ; Health problems ; Hispanic Americans ; Humans ; Inequality ; Marginality ; Marginalized groups ; Medicine and Health Sciences ; Mental health ; Mentors ; Minority & ethnic groups ; Minority groups ; Native North Americans ; Non-binary gender ; Pandemics ; Physicians ; Physics ; Psychology ; Racial identity ; Research and Analysis Methods ; Research Personnel ; Scientists ; Sexuality ; Social exclusion ; Social Sciences ; Sociodemographics ; STEM education ; Students ; Teaching ; Workload ; Workloads</subject><ispartof>PloS one, 2022-09, Vol.17 (9), p.e0274278</ispartof><rights>COPYRIGHT 2022 Public Library of Science</rights><rights>2022 Douglas et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. 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However, this work has overwhelmingly focused on experiences of women and parents, with limited attention to the disproportionate impact on academic work by race, disability status, sexual identity, first-generation status, and academic career stage. Using a stratified random survey sample of early-career academics in four science disciplines (N = 3,277), we investigated socio-demographic and career stage differences in the effect of the COVID-19 pandemic along seven work outcomes: changes in four work areas (research progress, workload, concern about career advancement, support from mentors) and work disruptions due to three COVID-19 related life challenges (physical health, mental health, and caretaking). Our analyses examined patterns across career stages as well as separately for doctoral students and for postdocs/assistant professors. 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Kendra Spence</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Disproportionate impacts of COVID-19 on marginalized and minoritized early-career academic scientists</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2022-09-13</date><risdate>2022</risdate><volume>17</volume><issue>9</issue><spage>e0274278</spage><pages>e0274278-</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>Early research on the impact of COVID-19 on academic scientists suggests that disruptions to research, teaching, and daily work life are not experienced equally. However, this work has overwhelmingly focused on experiences of women and parents, with limited attention to the disproportionate impact on academic work by race, disability status, sexual identity, first-generation status, and academic career stage. Using a stratified random survey sample of early-career academics in four science disciplines (N = 3,277), we investigated socio-demographic and career stage differences in the effect of the COVID-19 pandemic along seven work outcomes: changes in four work areas (research progress, workload, concern about career advancement, support from mentors) and work disruptions due to three COVID-19 related life challenges (physical health, mental health, and caretaking). Our analyses examined patterns across career stages as well as separately for doctoral students and for postdocs/assistant professors. Overall, our results indicate that scientists from marginalized (i.e., devalued) and minoritized (i.e., underrepresented) groups across early career stages reported more negative work outcomes as a result of COVID-19. However, there were notable patterns of differences depending on the socio-demographic identities examined. Those with a physical or mental disability were negatively impacted on all seven work outcomes. Women, primary caregivers, underrepresented racial minorities, sexual minorities, and first-generation scholars reported more negative experiences across several outcomes such as increased disruptions due to physical health symptoms and additional caretaking compared to more privileged counterparts. Doctoral students reported more work disruptions from life challenges than other early-career scholars, especially those related to health problems, while assistant professors reported more negative changes in areas such as decreased research progress and increased workload. These findings suggest that the COVID-19 pandemic has disproportionately harmed work outcomes for minoritized and marginalized early-career scholars. Institutional interventions are required to address these inequalities in an effort to retain diverse cohorts in academic science.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>36099241</pmid><doi>10.1371/journal.pone.0274278</doi><tpages>e0274278</tpages><orcidid>https://orcid.org/0000-0001-6993-1231</orcidid><oa>free_for_read</oa></addata></record> |
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| identifier | ISSN: 1932-6203 |
| ispartof | PloS one, 2022-09, Vol.17 (9), p.e0274278 |
| issn | 1932-6203 1932-6203 |
| language | eng |
| recordid | cdi_plos_journals_2714023159 |
| source | PLoS; MEDLINE; Full-Text Journals in Chemistry (Open access); DOAJ Directory of Open Access Journals; PubMed Central; Sociological Abstracts; EZB Electronic Journals Library |
| subjects | Academic careers Academic disciplines Author productivity Biology Biology and Life Sciences Burnout Career advancement Careers Caregivers College faculty College students Consent Control COVID-19 COVID-19 - epidemiology Demographics Demography Disability Educational aspects Epidemics Female Graduate students Health problems Hispanic Americans Humans Inequality Marginality Marginalized groups Medicine and Health Sciences Mental health Mentors Minority & ethnic groups Minority groups Native North Americans Non-binary gender Pandemics Physicians Physics Psychology Racial identity Research and Analysis Methods Research Personnel Scientists Sexuality Social exclusion Social Sciences Sociodemographics STEM education Students Teaching Workload Workloads |
| title | Disproportionate impacts of COVID-19 on marginalized and minoritized early-career academic scientists |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-07T17%3A55%3A57IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_plos_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Disproportionate%20impacts%20of%20COVID-19%20on%20marginalized%20and%20minoritized%20early-career%20academic%20scientists&rft.jtitle=PloS%20one&rft.au=Douglas,%20Hannah%20M&rft.date=2022-09-13&rft.volume=17&rft.issue=9&rft.spage=e0274278&rft.pages=e0274278-&rft.issn=1932-6203&rft.eissn=1932-6203&rft_id=info:doi/10.1371/journal.pone.0274278&rft_dat=%3Cgale_plos_%3EA717391473%3C/gale_plos_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2714023159&rft_id=info:pmid/36099241&rft_galeid=A717391473&rft_doaj_id=oai_doaj_org_article_a43d76c864ba43349101e46c1ef94ac2&rfr_iscdi=true |