Stephen Albright1

1, Yale University, New Haven, Connecticut, United States

Great opportunity exists for the fields of science, technology, engineering, and mathematics (STEM) by expanding the diversity of its workforce. Increasing diversity of an institution has been expressly shown to improve education and increase productivity and profitability. However, the raw numbers of “diversity” only tell part of the story. True opportunity lies in increasing the inclusivity of STEM environments, so scientists and engineers of underrepresented identities are not only present, but welcome and celebrated. A central piece to building inclusion in STEM must be changing the underlying culture, which for too long has been defined by only a narrow slice of humanity. There are many components to changing a culture; this work focuses on one, bystander intervention. Specifically, I will present details of a workshop custom-designed to teach graduate students methods for intervening in instances of disrespect and unprofessionalism. Over the course of two years, approximately 4,000 graduate and professional students at Yale, including 350 in STEM fields, have participated in this workshop. Through facilitated discussion of several tailored scenarios, participants are encouraged to develop a wide range of interventions, so anyone can find methods of intervening with which they are comfortable. By empowering community members to intervene in low stakes situations, they can break down ingrained disrespectful behavior that excludes those underrepresented in the community.