The maxim goes that “you can’t be what you can’t see”, and the primary mechanism for visibility in the STEM field is who owns the narrative. In STEM, it is especially critical to know who you are and how one’s background has shaped the value they bring to the field. However, there are few professional development opportunities to practice storytelling.
On behalf of 6 different scientific societies, I had the pleasure of hosting an interactive webinar called “Humanizing STEM: The Art of Storytelling” to explore the components of a great story, spotlight guest authors, practice through individual reflection, and invite participants to submit a written pitch of their own. We had 650 registrants and 323 active participants with super strong engagement in the Q&A. Below the recording are some of the follow-up Q&As.
Getting started/General
Q: How do you express a lifetime of experiences in such a few words? It always seems impossible to express experience even in a whole book...
A: You’re right! It is challenging to express a lifetime of experiences in a few words. However, that’s why one of the components of a great story is to focus on a single moment in time. The reader doesn’t have to know everything about your life in order to connect with your story. Begin with a moment and see how that story projects your broader values.
Q: Can you speak to creating space to be both human and scientist? It feels so compartmentalized for me and I’m sure others. I’m a scientist at work and I’m a person who happens to be a scientist at home.
A: 100%, you are not alone in that feeling and this is why we decided to do the webinar. The STEM field often actively discourages us from bringing our lived experiences to the work, but that’s where our power lies. Finding ways to bring your full self to your science will be different for everyone, but a good starting point is to see how other scientists have done so. There are a few great examples in STEM + Culture Chronicle, as well as the publications that our media partners produce. It could also be that the reverse scenario you describe, “a person who happens to be a scientist at home”, is integrating these identities already – showing up in how you speak with your family about science, through voting (informed by your STEM knowledge), or simply in being a role model to others.
Q: I am collecting stories of disabled scientists. Any thoughts of writing in a way that doesn't create more stereotypes? Disability is seldom in conversations about diversity? I have cerebral palsy.
A: It’s wonderful that you’re collecting stories of disabled scientists because these stories are most definitely not represented often enough in diversity conversations. If the story is shared truthfully and boldly, then it will break stereotypes simply by being out in the world as an example of a real lived experience. I think of stories like Jeison Aristizábal, the activist from Colombia who has done incredible work for children with disabilities. Another example that leaps to mind is an article by a SACNAS member, Marina Nakhla, who wrote about embracing physical disability in STEM. Notice how Marina weaves her own experience in with misconceptions people have about disability. She actively confronts the stereotypes and then gives recommendations to other scientists with disabilities.
Q: The story I really want to tell is why I’m leaving science after finishing my PhD (in short, extremely pervasive misogyny). I’d love any thoughts about how to share this story most effectively, because I do want my field to change for the better, and right now there’s a refusal to acknowledge this problem even exists.
A: First of all, congrats on the PhD! That is a major achievement, especially knowing what you must have navigated to get there. And yes, misogyny is a toxic problem that holds our field back. Tarana Burke’s #MeToo movement launched an international conversation about how misogyny and gender discrimination impacts every sector and it was stories and accounts from female-identified people who continue to drive that momentum. Your comment about the refusal to acknowledge that the problem even exists is shared by the organization, #MeTooSTEM. Their goal is “to make it harder for people in power, scientific societies, colleagues and the trainees to see us as more than numbers during this critical period for women in STEM.” Many of the stories are specific to sexual harassment, assault, and retaliation, but this might be a good starting point to share your own experience with misogyny during your PhD journey. They also publish stories anonymously, as requested, to protect the identities and career of the authors.
Q: How do you integrate storytelling in your day to day work? In science it can sometimes feel hard to keep your identity front and center and not get bogged down by technicalities. How do you handle the resistance to the use of story in science?
A: Most definitely, sometimes work is just work and it’s going to require a focus on technicalities, so it’s about actively looking for moments where you can share your story. If you are working with mentees in the lab, that’s a chance to share your journey to the field. If you have staff meetings where the agenda is always strictly business, consider suggesting time for colleagues to get to know each other. If you have a social media presence, celebrate the identities, achievements, and stories represented in your department. If you do recruitment events for your department, weave in some simple storytelling. The last question on resistance to stories is a pertinent one. Depending on the pushback, it may not always be appropriate to share narratives, but root your stories in the goals of science – observation, honesty, and openness, and make it clear that your story IS your authentic experience and relevant to the conversation.
Q: There is a lot of elitism in science and science communication. After getting a Ph.D., I have become pretty resilient to it. LOTS of people have a very negative reaction to other scientists. How can we diffuse/counteract the bad impressions people have of some scientists?
A: Academia is a hyper-competitive environment, so it follows that elitism prevails in science. The same resilience you name as getting you through your PhD is the key to helping you counteract bad impressions of scientists. See where you can counter this by backing up other scientists that do not fall into the “elite” circles and building a support network around you to counter that part of the culture. It is precisely this elitism that necessitates a deeper pool of voices.
For Panelist, Tyler Adamson
Q: How often do you tell stories at your work, Tyler?
A: I tell stories at work all the time. Whether they’re my own in communicating why I care about an issue, or those that have been gifted to me by others who are advocating on behalf of a particular cause. Stories have major potential for impact, and speak to the inherent power within all of us to affect and shape the outcome of our world, whether it’s at the policy level, at our universities, or within our personal network of people. I’ve witnessed my boss’ perspective changed from the voices of his constituents and how he was going to vote on a particular issue. Never be afraid to share your story, sometimes it might feel like just a whisper, but when enough of us speak up and share, it’s impossible to ignore. I hope our current times provide evidence of that.
Q: How do stories (STEM stories) impact Policy? Are stories an effective means of connecting for bipartisanship?
A: Stories humanize what is otherwise the dry jargon of policy. Stories put a face to the need for policies and make a stronger case for why they should be implemented. If one person is affected by either a gap in or lack of policy, it’s likely they’re not alone, and it’s not limited to Red/Blue states and communities. More often than not, you find individuals from both parties who are directly affected, so it’s a great springboard for bipartisanship, both for this particular issue but also future collaboration. Because at the end of the day, we should all want the best for our communities, right?
Q: Have you found certain stories to be the best way to communicate research or science to policy makers and those who are not technically trained?
A: I don’t think there are “certain stories” that are the best way to communicate research or science to policy makers. The best stories are ones that are personal, ones that humanize issues and contextualize data and numbers to build a stronger story and better case for or against policy. Our stories help to connect our technical expertise with our shared humanity as human beings.
Q: You mentioned you don't like to broadcast what you are doing. How did or do you overcome/push past this in your writing?
A: To be honest, I still haven’t overcome it and I don’t know if I ever will (for better or worse). What helps me push through it though, is recognizing and reminding myself of the power that my story, your story, our stories have. I use writing as a means to think and process, and then from time to time I’ll share it with an organization like SACNAS through the STEM + Culture Chronicle, and then I let the universe take it where it will. Like I said during the webinar, if I can speak to one other person in the universe, then I can consider that a success. I will say however, it does keep me humble, it keeps me connected to my community and the passions I have, and while it’s hard to push through it at times, I let it serve as a reminder to me of why I do the work I do.
Q: I see many mixed identity people like myself struggle to be two whole’s vs one-self, how has telling your story helped in determining self-identity?
A: The biggest lesson in determining self-identity that I’ve learned through telling my story is just that, that it is in fact self-identity. Often times we feel pressured to fit into categories or “definitions” of what our identities mean or are supposed to mean, but more often than not, they fall short. In that our stories are unique to each of us, so too, are our identities.
I’ve learned to accept that how I self-identity may not fit within the expectations of others, and that’s ok, because what’s most important is that it works for me. Be open to allowing yourself to explore what that looks like for you and know that whatever you end up deciding is right, but also recognize that all of our identities require attention and nurturing. For me, I feel most like myself when I’m helping and supporting the communities I identify with, through mentorship, financial support, and advocacy – you have to find what that looks like for you, because it’s different for everyone.
Requests for Resources
Q: What books would you recommend for more storytelling style science writing?
A: I haven’t seen a good book on the topic, per se, but Neil deGrasse Tyson’s Master Class on Scientific Thinking and Communication is a fantastic resource. Some free options are included in the follow-up email (StoryCollider, #scicomm hashtag on Twitter, etc.)
Q: Is there a place you recommend where we can get prompt ideas and practice our writing?
A: It’s not STEM-specific, but Cheryl Strayed’s (author of Wild) writing prompts are marvelous. You can practice your writing by submitting pitch ideas to the scientific societies mentioned in the follow-up email.
Q: What was the intersectional prompt exercise questions? I think I missed that exercise.
A: We were referencing the STEM + Culture Chronicle Presidential Series from SACNAS, the second topic of which was Intersectionality. Those pitch submissions have closed, but you can see the prompt here and stay tuned for the prompt on Inclusion, coming soon. In short, it was, “We invite you to share your intersectional identities, the spaces in-between, and how they’ve been a source of strength in your academic and/or professional trajectory in STEM. Do you have a story about intersectionality?”
Q: What recommendations do you have for research advisors, thesis committee members, graduate teaching assistants, and others to create a safe, welcoming space for students and postdocs to share their stories or bring their holistic identities into their training and workspace?
A: This starts with modeling the behavior of bringing your full self to your work. Tell your students and postdocs your own story, share your challenges, ask about theirs, and see where you can point out moments where they can tie who they are to their science. Do they have a research presentation that they can practice with you? Is there a campus newspaper or scientific society pitch where you can support them to write a piece? A starting point might be to share the recording of this webinar with them to start the conversation!