Sarah Reisman joined the faculty of the California Institute of Technology in 2008, where she currently holds the rank of Professor and serves as the executive officer for chemistry. Richmond Sarpong joined the faculty of the University of California Berkeley in 2004 and currently holds the rank of Professor in the Department of Chemistry and serves as the Executive Associate Dean of the College of Chemistry. Matthew Sigman joined the faculty of the University of Utah in 1999 where he holds the rank of Distinguished Professor and is the department chair. Tehshik Yoon joined the faculty of the University of Wisconsin–Madison in 2005 and currently holds the rank of Professor. He recently completed a term as the Chair of the ACS Subdivision for LGBTQ+ Chemists and Allies. Figure 1. Screen shot of the authors during a writing session for this manuscript. (First row, from left to right: Matthew S. Sigman and Richmond Sarpong. Second row: Sarah E. Reisman and Tehshik P. Yoon.) Certain individuals and groups, implied to be women and minorities, have been “designated” with “preferential status” over the past few decades. This preference has allegedly disadvantaged those in the majority. Skill transference between a mentor and student requires “unconditional submission of the apprentice to his/her master,” an idea Hudlicky attributes to Polanyi.(3) Today’s students are “unwilling to submit to any level of hard work” as demanded by their mentors. We view diversity as a strength and assert that the artificial homogeneity of our field is a significant historical weakness that requires rectification. We find that learning and innovation benefit from collaborative environments where students are trained to work as part of an integrated team. We have observed that the quality of the students with whom we are privileged to work with is exceptional, in part due to our community’s efforts to broaden the participation of chemists from diverse backgrounds. Acknowledge your own biases. Racism, sexism, and homophobia are insidious because we have heard these messages repeated throughout our lives, so even if we personally do not suffer the negative consequences of these biases (or if we have never consciously imposed them), we are not free of them. Listen to corrections without interruptions. Own your mistakes and learn from them. Continue to educate yourself. Familiarize yourself with the scientific literature on diversity and bias. Attend ally and implicit bias workshops offered by various organizations at your institution. Read books by Black, Latinx, Indigenous, female, and queer authors about how to decenter your own experience, become a better ally, and put the lessons into action. Get trained to make your office a safer and more inclusive environment for all students to feel supported. Prioritize this education and consider it a professional obligation. Do not expect your colleagues and co-workers from marginalized groups to do the work of educating you. Use your privilege to speak out to combat discriminatory and abusive behaviors. Believe and advocate for victims of discrimination and other forms of violence. Be an advocate for early career researchers. Nominate students, postdocs, and faculty from marginalized groups for networking opportunities, conferences, and awards. Insist on a diversity and inclusion mindset in selection committees. Attend conferences such as those organized by the National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) and the Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS). Attend the poster sessions and talk with students, postdocs, and young faculty members about their research. Remember them and promote their careers. Cultivate a collaborative, student-focused, inclusive culture within your own sphere of influence. Seek out opportunities for culturally aware mentor training. Talk with your research group about what diversity, equity, and inclusion (DEI) means to you. Craft a DEI plan for your team and assess its success regularly. In addition to the scientific literature, read and discuss papers on racism, sexism, and homophobia in STEM and more broadly. Empower students to create and lead initiatives centering on climate and diversity issues in your departments. Support the creation of affinity groups in your department. Think about your research team, and how you assign “group jobs”. Ensure that your group jobs are not gendered and that there are not people in your lab disproportionately doing “hidden work”. Take action to ensure equity in how group jobs are assigned and valued. Recognize bias in the curriculum. Highlight individuals from underrepresented groups that have contributed to the field. For example, when teaching an organic chemistry course, highlight named reactions that recognize individuals from marginalized groups.(27) How is an inclusion-oriented mindset represented in the structure and leadership of your department? Is there an inclusion/diversity plan? Is there a group charged with increasing the diversity of your organization, and is it empowered to influence policy? What factors does your organization use to measure merit? Co-workers from marginalized groups often take on a disproportionate burden of outreach and service activities. In hiring and promotion decisions, are these activities valued and rewarded appropriately? Is the diversity work in your organization limited to biases that affect cisgender white women and federally recognized underrepresented minority groups, or does it take an intersectional view that exceeds the narrow perspective prescribed by federal policy? How are young researchers mentored through your organization? Are scientists from marginalized groups given authentic, substantive leadership roles that enable them to shape policy and gain visibility? How are recruiting of and outreach to under-represented populations coordinated in your organization? Is there a centralized strategy that encourages participation from a broad cross-section of institutional leadership, or do you rely upon the work of a small number of volunteers? How does your organization assess its success in recruiting, supporting, retaining, and promoting diverse scientists, and what factors keep it accountable? Views expressed in this editorial are those of the authors and not necessarily the views of the ACS. This Editorial is jointly published in The Journal of Organic Chemistry, Organic Letters, ACS Central Science, and Organometallics. We thank the students from each of our groups for their invaluable advice and feedback as we wrote this Editorial, including Hanna Clements (U of Utah), Kristen Gardner (UC Berkeley), Shane Lies (UW Madison), and Brandon Wright (UC Berkeley). In addition, we are grateful to all of the students in our groups, who have taught us so much over the years about being better mentors. We are indebted to Prof. Brian Stoltz (Caltech) and Prof. F. Dean Toste (UC Berkeley) for their important contributions in the early stages of writing this Editorial. This article references 27 other publications.

中文翻译：

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有机化学：呼吁采取行动实现多元化和包容性。

萨拉·赖斯曼（Sarah Reisman）于2008年加入加州理工学院，目前担任教授一职，并担任化学执行官。里士满·萨彭（Richmond Sarpong）于2004年加入加州大学伯克利分校，目前担任化学系教授，并担任化学学院执行副院长。马修·西格曼（Matthew Sigman）于1999年加入犹他大学，在该大学担任杰出教授一职，并担任系主任。Tehshik Yoon于2005年加入威斯康星大学麦迪逊分校，目前担任教授。他最近担任LGBTQ +化学家和盟友ACS细分的主席一职。图1。在撰写本文时，作者的屏幕截图。（第一行，从左至右：Matthew S. Sigman和Richmond Sarpong。第二行：Sarah E. Reisman和Tehshik P. Yoon。）某些隐含为妇女和少数群体的个人和群体被“指定”为“过去几十年的“优惠地位”。据称这种偏爱使大多数人处于不利地位。导师和学生之间的技能转移需要“无条件地将学徒交给他/她的主人”，这是哈德利基把波兰尼归结为一个想法。（3）今天的学生“不愿服从导师的任何要求” 。我们将多样性视为优势，并断言我们领域的人为同质性是一个重大的历史薄弱环节，需要纠正。我们发现，学习和创新得益于协作环境，在协作环境中，学生经过培训可以成为集成团队的一部分。我们观察到，我们有幸与之合作的学生的素质非常出色，部分原因是我们社区为扩大来自不同背景的化学家的参与所做的努力。承认自己的偏见。种族主义，性别歧视和同性恋恐惧症是阴险的，因为我们一生都在听到这些信息，所以即使我们个人没有遭受这些偏见的负面影响（或者如果我们从未有意识地强加这些偏见），我们也不会摆脱它们。聆听更正，不要间断。掌握自己的错误并从中学习。继续教育自己。熟悉有关多样性和偏见的科学文献。参加您机构中各个组织举办的同盟和隐性偏见研讨会。阅读有关黑人，拉丁裔，土著，女性和同志的作者的书籍，内容涉及如何使自己的经历脱节，成为更好的盟友并付诸实践。接受培训，使您的办公室成为一个更安全，更具包容性的环境，让所有学生都感到支持。优先考虑这种教育，并认为这是一种职业义务。不要指望边缘群体的同事和同事从事教育您的工作。利用您的特权大声疾呼，以消除歧视性和虐待性行为。相信并倡导歧视和其他形式的暴力行为的受害者。提倡早期职业研究人员。从边缘化群体中提名学生，博士后和教职员工，以获得交流机会，会议，和奖项。坚持选择委员会的多元化和包容性思维。参加了由美国黑人化学家和化学工程师专业发展组织（NOBCChE）和奇卡诺斯/西班牙裔美国人和科学促进美洲原住民发展协会（SACNAS）举办的会议。参加张贴会议，并与学生，博士后和年轻的教职员工讨论他们的研究。记住他们并促进他们的事业。在您自己的影响范围内，培养一种以学生为中心的协作性，包容性文化。寻找有文化意识的导师培训的机会。与您的研究小组讨论多样性，公平性和包容性（DEI）对您的意义。为您的团队制定DEI计划，并定期评估其成功。除了科学文献，阅读和讨论有关STEM以及更广泛领域的种族主义，性别歧视和同性恋恐惧症的论文。使学生能够在您的部门中围绕气候和多样性问题制定和领导各种计划。支持在部门中创建相似性组。考虑一下您的研究团队，以及如何分配“小组工作”。确保您的小组工作没有性别歧视，并且实验室中没有人过分地从事“隐藏工作”。采取行动，确保公平分配和评估团队工作。认识到课程中的偏见。突出显示在该领域做出贡献的代表性不足的群体中的个人。例如，在教授有机化学课程时，突出显示能够识别来自边缘群体的个人的命名反应。（27）您所在部门的结构和领导层如何体现包容性思维？有包容/多元化计划吗？是否有一个小组负责增加组织的多样性，是否有权影响政策？您的组织使用什么因素来衡量绩效？来自边缘化群体的同事经常承担着过多的外展和服务活动负担。在招聘和晋升决策中，这些活动是否得到了适当的重视和奖励？您组织中的多元化工作是否仅限于影响到顺式白人女性和联邦认可的代表性不足的少数群体的偏见，还是采取了超越联邦政策规定的狭perspective视角的交叉观点？如何通过您的组织指导年轻研究人员？边缘化群体的科学家是否被赋予了真正的，实质性的领导角色，使他们能够制定政策并获得知名度？在您的组织中，如何协调招募人数不足的人群并向其推广？是否有一个集中化的策略鼓励机构领导的广泛参与，或者您是否依靠少数志愿者的工作？您的组织如何评估其在招募，支持，挽留和晋升多样化科学家方面的成功，以及哪些因素使其承担责任？本社论中表达的观点只是作者的观点，不一定是ACS的观点。有机化学，有机快报，ACS中央科学和有机金属期刊。感谢我们每个小组的学生在撰写本社论时所提供的宝贵建议和反馈，包括汉纳·克莱门茨（犹他大学），克里斯汀·加德纳（加州大学伯克利分校），谢恩·里斯（华盛顿大学麦迪逊分校）和布兰登·赖特（加州大学伯克利分校） ）。此外，我们感谢小组中的所有学生，这些年来，他们为我们提供了很多有关如何成为更好的导师的知识。我们要感谢Brian Coltz教授（加州理工学院）和F. Dean Toste教授（加州大学伯克利分校）在撰写本社论的早期阶段做出的重要贡献。本文引用了其他27个出版物。