Science communication often assumes a 'deficit' in knowledge on behalf of the recipient, but this deficit-based approach is inequitable and ineffective. We must train all STEM (science, technology, engineering and mathematics) students in inclusive science communication, which uses collaboration with diverse people to address misinformation and solve socioscientific issues.

Science communication has historically been inequitable, with certain voices and perspectives holding the power and dominant ways of knowing being promoted over others. Recently, there has been a push toward inclusive science communication, which values diverse perspectives and ways of knowing in collaborative conversations to solve complex socioscientific issues. However, there is a lack of both trainings in inclusive science communication for undergraduate science, technology, engineering, and mathematics (STEM) students as well as established ways to evaluate the efficacy of these trainings. To address this need, we designed a new multifactorial survey based on the Theory of Planned Behavior to assess students' attitudes/norms, self-efficacy, behavioral intents, and behaviors in inclusive science communication, which we termed the Planned Behaviors in Inclusive Science Communication (PB-ISC) Scale. We utilized expert review, exploratory factor analysis, confirmatory factor analysis, cognitive interviews, and quantitative measures to gather evidence of validity supporting the proposed use of the final 4-factor, 26-item survey. This survey can be used as a tool by science communication educators and researchers to assess students' planned behavior in inclusive science communication in response to trainings or experiences in science communication or related topics like socioscientific issues, civic engagement, and citizen science.

In this paper, we present a science writing assignment in which students focus on targeting specific audiences when writing about a socioscientific issue as well as participate in a peer review process. This assignment helps students consider inclusive science communication in their writing, focusing on engaging unique audiences about the intersections of science and social justice. Students are introduced to evidence-based tools for formulating communication for unique audiences as well as for assessment of writing quality. This assignment is novel in that it helps students think about inclusion issues in STEM, science writing, and peer review, all of which are key disciplinary skills that are not always included in STEM courses. While this assignment was piloted in chemistry and environmental engineering courses, this assignment could easily be modified for other disciplines.

Introduction It is critical for STEM students to be able to discuss science with diverse audiences, yet many STEM students do not receive adequate training in these skills. When students have the skills to communicate about science, they may feel a resulting sense of empowerment as a scientist as well as help members of society understand science.Methods In this study, we developed, implemented, and evaluated a workshop that gave students understanding of and practice in applying Inclusive Science Communication. We assessed the workshop via a mixed-methods approach.Results We quantified student affective measures that are associated with STEM persistence, such as science self-efficacy and science identity, showing that the workshop increased these measures both for students of marginalized identities and for students who do not hold these identities. We also assessed student open-ended responses for themes related to the Theory of Planned Behavior, Community Cultural Wealth, and White Supremacy Culture, finding that forms of cultural capital empowered students to perform science communication behaviors while power imbalances, fear of conflict, and perfectionism presented barriers to these behaviors.Discussion This study highlights the importance of providing explicit training and practice in Inclusive Science Communication for undergraduate STEM students. Our results also suggest that students need the opportunity for reflexivity - that is, the practice of reflecting upon their identities and motivations - in order to develop in their identity and confidence as scientists and science communicators.