Queering Science Communication: Representations, Theory, and Practice
Lindy A. Orthia, Tara Roberson, eds. Bristol, United Kingdom: Bristol University Press, 2023. 216 pages, including index
Index Terms: gender and communication, LGBTQIA+, professional communication, queer critique of scientific discourse, science communication
Reviewed by Kelly A. Harrison, Member of IEEE (kellyah@stanford.edu)
Queering Science Communication: Representations, Theory, and Practice—a peer-reviewed, academic text, having chapters by various scholars and practitioners who identify as belonging within (or being an ally to) the LGBTQIA+ community—is a much-needed (and engaging) text that grapples with a wide range of issues in science communication, from problematic medical texts and questionnaires that label gender as binary M/F to belonging and identity in citizen science to representations of queerness in science fiction and much more. Lindy A. Orthia and Tara Roberson introduce the originality and complexity of the text, writing that as a result of there being so “little […] published on the intersection between queerness and science” (p. 1), the collection creates “a new literature on this topic—a new sub-genre of science communication discourse” (p. 7). The contributors have done an amazing job creating this “new literature.”
Besides opening the door and being the first to enter this critical space, this text is significant for several reasons. The editors’ introduction has a rich definition of queer as a noun, adjective, and verb, including a brief history of the word and its adoption—a subject that might be new to many readers, particularly students. Throughout the text, several chapters contain content warnings, and every author takes care to use inclusive language and to practice a concerted approach to conveying sensitive information and traumatic experiences, making it an exemplar in this regard. And perhaps most importantly, Orthia and Roberson address how “heterosexual people can be blind to the way heteronormative practices impact people” (p. 4) by writing that “[t]o queer science communication is to make visible these boundaries and restrictions that can tend to go unseen, to expose their problematic impacts on LGBTIQA+ people, and ideally to root them out and nurture queerer alternatives in their place” (p. 4). The text itself is queering (as a verb) by making the issues visible. Furthermore, because this book is the first in a series, it also functions as a different kind of exemplar, one for authors writing other books in the series, thus presenting them with inclusive and queer material they might not access otherwise.
Despite the book’s significance, its approach is simplistic but effective: identifying and analyzing issues from a well-researched academic perspective and presenting both pedagogical and practical applications. The editors organized the book into four parts, each having three types of content: chapters of researched content (typically three per part), “Practice Spotlights” mostly containing ideas or examples of past practice (events and exhibitions, for example) that are directed to professionals working in science communication, and “Teaching Notes” that suggest activities and questions for professors to use in class. While the teaching notes appear at the end of each part, the practice spotlights follow the research chapters connected to their content. This flow works well to convey content in a logical fashion while addressing the needs of multiple audiences.
The first part covers negotiating queer identities, for example, the medical, clinical, technological, and research spaces where they are challenged, accepted, or in tension. Part two investigates presentations of queerness in public science communication, such as at museums, in science fiction, on blogs, and (in the most entertaining chapter) at drag shows—even those held online during the COVID-19 restrictions. (The editors’ introduction draws attention to the pandemic and the challenges of working on this book during these times.) Part three describes queer people in science communication communities, including acts of coming out, visibility, empowerment, belonging, and volunteering in various science communities. Part four covers queering in action, examining how to queer institutional science communication agendas. The wide territory covered here ranges from the critical and serious (such as how clinical spaces and medical personnel can create hostile spaces for those in the LGBTQIA+ community and how abuse and trauma impact people) to the joyous and playful (fictional queer characters, Mardi Gras, and “Science is a Drag” shows). This diverse selection of materials results in a highly useful text.
Individual chapters could be used in undergraduate or survey courses to help students identify (with) issues in science communication. The entire book might be assigned for graduate courses in science communication programs. Both tasks are especially easy given that the full electronic text is available on Oxford, Cambridge, and other academic databases that many universities have access to.
Given that this text is the first book in the series “Contemporary Issues in Science Communication,” from Bristol University in the United Kingdom, what is its role in the series, besides being the exemplar text? The objective for this science communication book series links “the present with the past to develop our understanding of its history, both in practice and as an academic discipline” (see title page). This text succeeds in this regard, particularly in that several chapters and practice spotlights review past events, while the text centers current practices with some attention given to where the subfield is headed. The series continues with its second book covering race and socio-cultural inclusion, an appropriate next step for what will surely become a foundational series for academic science communication programs.
While Contemporary Issues in Science Communication is a fantastic book, no text is without its flaws. The editors admit, for example, how the book “gives less attention to the needs of people with intersex variations and people who are asexual or aromantic” (p. 5), but as pioneers in this topic, they are starting an important discussion that should be ongoing. Additionally, most contributors work either in Europe or Australia and New Zealand, with some in Asia, but none identified from Africa or Central/South America. While these issues are challenging to address for any academic text, they are particularly difficult for a text on “queering” anything. However, one issue the series editors should mind in future books is the paucity of entries in the index, with only slightly more than three pages of index for two hundred pages of text. Entries need subcategories. For example, the entry for trans and transgender people and identities lists twenty-three pages or page ranges while visibility has seventeen page numbers but no subheadings, making it quite the challenge to find specific information. A searchable PDF version mitigates some of this, but a richer index is still needed.
Despite the minimal flaws, the book should be taught in all science communication programs. Practitioners should also read the text for the content, the examples, and the way issues are addressed. The editors write, “It is remarkable that it has taken until now for a book like this to exist” (p. 2). Agreed.
Diversity’s Promise for Higher Education: Making It Work, 4th ed.
Daryl G. Smith. John Hopkins University Press. 2024. 408 pages.
Index Terms—DEI, higher education, institutional effectiveness.
Reviewed by Nicole St. Germaine, Professor, Natalie Z. Ryan Department of English, Angelo State University
Few topics have generated more controversy in higher education than the topic of diversity, equity, and inclusion (DEI). While many states and college campuses embrace DEI and make it the centerpiece of their recruitment efforts, other states, such as Texas, are pulling back and even closing their DEI offices. Daryl G. Smith’s Diversity’s Promise for Higher Education: Making It Work seeks to persuade academics and university administration that diversity isn’t just desirable on college campuses; it is essential to the survival of the academy and to society.
Smith makes the case throughout the book that DEI is not a liberal political agenda: it is about “effective institutions, academic excellence, good science, and higher education’s role in preparing leaders of all backgrounds for their work in a diverse society” (p. 3). To this end, the book is divided into four parts: Part 1 explains the “diversity imperative;” Part 2 is focused on explaining why diversity, like technology, is an integral part of our society; Part 3 focuses on how diversity works to maximize talent and resources; and Part 4 explains what the academy must do to fulfill our role in preparing students for their eventual roles in our pluralistic democracy.
Data analysis is the greatest strength of Diversity’s Promise for Higher Education. Smith doesn’t use case studies and individual vignettes to make his case, instead, he drives the discussion by data drawn from sources such as college admissions, federal financial aid information, and labor statistics. Smith disaggregates this data and explains its implications to make a compelling case for DEI initiatives.
The one criticism that I have is that Smith focuses almost exclusively on diversity in race, ethnicity, and gender. Smith can be excused to some extent for neglecting to provide a thorough discourse on the politics of gender identity in higher education, which more recently came to the academy’s attention. However, I wonder why the topics of disability, sexual orientation, and religious diversity were not addressed in more detail. I can only hope that later editions will provide the same rich data and discussion about these topics within DEI.
Diversity’s Promise for Higher Education should be essential reading not only for college administrators, but also for professors, advisors, and anyone in a decision-making capacity in higher education. As Smith points out frequently within the text, the real DEI work doesn’t just happen in the University President’s office: it happens in the classroom, in the admissions office, and anywhere decisions about students are made.
Designing for Diversity: Developing Inclusive and Equitable Talent Management Processes
Binna Kandola. New York, NY: Kogan Page Inc. 2025. 176 pages, including index.
Index Terms: diversity, inclusion, leadership
Reviewed by Siobhan Patterson, Communications Consultant (skgehrs@gmail.com).
Designing for Diversity: Developing Inclusive and Equitable Talent Management Processes encourages readers to reflect on and challenge stereotypes in everyday life. Binna Kandola looks at each part of the talent spectrum in his research from new hires to executive leaders. In his writing, he includes considerations regarding women, people of color, members of the LGBTQ+ community, and those with disabilities.
A section that I gravitated toward was a story Kandola shared from a senior female leader he knew. He introduced the Leadership Categorization Theory in which the concepts include how we have “preconceived ideas of what a leader looks like and what constitutes effective leadership” and how these ideas influence how the leader is scrutinized (p. 96). After providing the theory, he then shared this woman’s experience riding in an elevator with two males from the office. These men were commenting on rumors they had heard about their new female leader not realizing she was the one in the elevator with them. Kandola then discusses how our personal expectation for a leader affects how we communicate and collaborate with that individual.
Designing for Diversity would have been a stronger read if it included more testimonials or experiential representation, such as this example. The book is primarily research-based, providing useful statistics and context; however, the added voices would emphasize these findings and provide examples from today.
Kandola did share his experience presenting a list of twelve actions for an engineering firm. These actions were designed to help them better understand how unconscious bias and preconceived notions play a role in project planning and hiring. They were encouraged to identify which from the list they could actively implement in a meaningful way without rushing to mark the list complete. A few suggestions included attending employee resource group events as an active listener, conducting a network analysis to identify how people are included in collaborative projects, and requiring a diverse panel of interviewers during the hiring process.
One common theme throughout his writing is to ensure that we’re doing the work and listening to other communities. It’s one thing to invest thousands of dollars into the marketing and branding of diversity programs, but it’s another to ensure these programs are managed with intentionality and purpose. We need to ensure that people are given the tools and support necessary by investing in career development and training opportunities. Each day we can find smalls ways to be more welcoming and inclusive while creating ways to celebrate each person’s contribution to our collective success.