The current cultural and political climate has reignited conversations across the United States and internationally about the experiences of Black and Brown scholars in academia, particularly in science, technology, engineering, and math (STEM) disciplines (Dzirasa, 2020; Valenzuela, 2020). While there are various issues that impact the experiences of underrepresented minority (URM) scientists, ranging from funding decision disparities to additional expectations of minority faculty (Choudhury & Aggarwal, 2020; O’Meara et al., 2018), one of the unifying themes is the lack of diversity and inclusion measures in the STEM workforce
