This guest post is written by Carolyn Brinkworth (she/her/hers), Director for Diversity, Education & Outreach at the National Center for Atmospheric Research. This piece is a modified excerpt from her upcoming Master’s Critique, “From Chilly Climate to Warm Reception: Experiences and Good Practices for Supporting LGBTQ Students in STEM” One of the persistent and prevalent beliefs affecting STEM fields is the “myth of meritocracy” (McNamee & Miller, 2004) - the belief that science rewards scientists of equal aptitude with equal rewards, completely independent of their gender, ethnicity, race, or any other characteristic not related to their academic ability. The idea of meritocracy is seductive, because we’re taught that it’s the bedrock on which science is based; it’s the belief that good ideas rise to the top, and our community treats all good ideas the same, no matter who develops and presents them. Unfortunately, a raft of research clearly demonstrates that this is not the case, and if we persist in this unsubstantiated belief in meritocracy, it perpetuates an uglier myth - that the lack of diversity in STEM is due to a lack of aptitude amongst those who are underrepresented in our field. It places the blame for the underrepresentation of students of color, white women, LGBTQ students, students with disabilities, and those at the intersections of all of these identities, firmly back on those who are underrepresented, because the myth of meritocracy falsely suggests that if they were good enough, they would have risen to the top along with their ideas. The myth, in reality, creates the opposite effect of true meritocracy - a stifling of the best science and our brilliant young scientists, and a reinforcing cycle, where underrepresented scientists are less likely to be recognized for their research, which restricts their access to professional opportunities, which leads to fewer networks, and less opportunity to prove their merit in the future.
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