Originally published here.

Many have eloquently advocated for embracing diversity in biomedical Science and broadening the participation of individuals from underrepresented groups (URGs) (e.g., the Fall 2016 special issue of CBE Life Sciences Education). Indeed, efforts to foster diversity in neuroscience have been ongoing for decades (Nishi et al., 2016). Even so, the percentage of neuroscience graduate students from racially and ethnically under-represented minorities is low (%12%) (Sved, 2013).

According to the National Science Foundation’s Survey of Earned Doctorates (2001 through 2013), of 10,000 neuroscience PhDs earned by US citizens and permanente residents, only about 8.5% were awarded to persons from URGs (NCSES and NSF, 2015). While there are no definitive data on the number of neuroscientists with disabilities and their career paths, of the 96,345 PhDs awarded from 2003 to 2012 in the biological sciences or psychology (common fields for neuroscientists), only 2% (2,102 degrees) were awarded to persons with disabilities (NSF and NCSES, 2014).

At the next career stage, less than 5 percent of the postdoctoral scholars and tenure-track faculty in neuroscience are members of URGs (Sved, 2013). Efforts to increase diversity in Science must not only focus on exposure to Science and acquisition of research and scientific skills; they must also address broader professional development topics.

After all, successful scientists need much more than scientific skills and expertise to thrive in their careers. Communication, time management, strategic planning, networking—these professional and career development skills are part of the large suite of tools and experiences that individuals need to successfully navigate their scientific careers.

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