Citation: Ruedas-Gracia N, Botham CM, Moore AR, Peña C (2022) Ten simple rules for creating a sense of belonging in your research group. PLoS Comput Biol 18(12): e1010688. https://doi.org/10.1371/journal.pcbi.1010688

Published: December 8, 2022

Copyright: © 2022 Ruedas-Gracia et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: The authors received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

Sense of belonging is generally defined as the experience of positive personal relationships with others in a given environment [1]. It is an important predictor of well-being [2] and retention in science, technology, engineering, and mathematics (STEM) [3]. There are many benefits associated with developing a strong sense of belonging including improvements in academic performance, mental health, self-esteem, sense of purpose, and connectedness [4,5,6,7]. On the other hand, there are many significant consequences of having a low sense of belonging such as increased risk of stress, anxiety, depression, health problems, feelings of loneliness, rejection, and low self-esteem [2,5,8,9]. Creating environments that are conducive to well-being and belonging not only serve the principal investigator (PI) and the trainee, but also has the potential to increase research integrity, increase and retain the diversity among scientific leaders, and transform academia.

Research labs, whether wet or dry, academic or field-based, are important learning environments where many graduate students, trainees, technicians, and postdocs spend a significant amount of time. Yet, despite the amount of time spent in the lab, trainees do not always feel that they belong there [10]. This paper addresses this lack of belonging by proposing ten simple rules for creating a sense of belonging in your research group. These rules (S1 Fig) are grounded in evidence-based practices that have increased the retention of systemically and historically excluded groups [11,12,13,14,15], and improved the mental health crisis in graduate and postdoc education, as belonging is strongly tied to mental health and well-being [16,17,18,19,20]. Because an individual’s sense of belonging can change and evolve over time, PIs and senior lab members can use these rules to establish and maintain a culture where individuals feel valued, heard, and appreciated. Sense of belonging impacts workplace performance [21]; therefore, having a strong sense of belonging within your research group positions lab members to not only have a higher quality of life, but also produce higher-quality research and successfully progress in their research careers. This model can then be emulated by emerging scientists who will become leaders and effective mentors themselves, allowing the cycle to repeat. In this article, we draw from research on sense of belonging and educational psychology to inform best practices for fostering a sense of belonging in the lab. This paper is informed by our experiences as former lab members (graduate students/postdocs), current PIs of research labs, and education researchers. This paper will be most useful for those leading labs (e.g., PIs), or lab members who want to improve a sense of belonging within the lab environment.

When in doubt, return to the definition. Sense of belonging is the experience of positive personal involvement in a system or community so that persons feel themselves to be an integral part of that system [22]. Use the definition to guide conversations with your lab. You can pose the following questions to get a sense of how people are feeling: Does everyone feel positively involved in the lab? Do they feel like they are an important part of the lab? Psychological science tells us that feelings are not only important, but also serve as strong predictors of human behavior and performance [23]. Provide opportunities to hear how people are feeling so that you can make adjustments as needed. Revisiting and reflecting on these guiding questions are the first and most important steps you can take towards improving sense of belonging in your lab.

Don’t underestimate the importance of knowing names and how to pronounce them correctly [24]. No matter what your cultural or linguistic background is, it is likely (and should be the case) that you will have people in your lab from identity groups (e.g., race, ethnicity, gender, sexual orientation, nationality) that are different from yours. This difference might result in a gap between your cultural and linguistic norms and those of your lab members. Education research tells us that mispronouncing a student’s name can be harmful and even painful for a student [25]. This phenomenon extends to professional settings as well and can signal to a group about who belongs and who does not. Taking the time to ask people how they want to be addressed, including name, title, and pronouns, can make a big difference in whether or not an individual feels like they belong in your lab.

If you’re not sure if you are pronouncing a name correctly, simply ask: “Did I say your name correctly?” [26]. Additionally, your team can use NameCoach [27] to have audio name pronunciations embedded online (e.g., lab website, email signatures) to learn and remember how to say them. Furthermore, you can use the website mypronouns.org [27] to learn more about how to talk about pronouns. Knowing names and pronouns may seem basic, but taking time to do this correctly can make the difference for someone feeling seen, respected, and valued in the space. We want diversity in our labs and must be ready to respond to it welcomingly. To learn more about supporting diverse identities, see 10 simple rules for building an anti-racist lab [14] and 10 simple rules for successfully supporting first-generation/low-income students in STEM [15].

We’ve heard stories over the years about different lab experiences and what it is like to be in a lab where the PI breezes by everyone and goes straight to their office to handle their work for the day. Understandably, many PIs are busy; but when this happens, lab members are likely to feel unimportant to the leader of the lab. In fact, research has found that feeling ignored at work has detrimental effects on one’s physical and mental health [28]. Not being acknowledged can also have a negative impact on one’s ability to feel a sense of belonging within the lab.

Lab leaders can leverage the group’s shared value of scientific mission as a starting point to highlight commonalities while building a values-driven scientific research community. Research shows us that because sense of belonging is closely tied to one’s social identities, this alone is not enough [29]. Our values are often informed by our lived experiences, our identities, and the environments in which we inhabit. Keep this in mind as you begin to discuss values.

Ideally, a discussion about the lab’s guiding values should be had during meetings when everyone comes together for the first time (i.e., the beginning of the academic year when there are likely new members in the research group), but it’s never too late to start these conversations. It could be a writing activity or an open discussion where you ask others: What do you value as a scientist? What do you value in this lab community? Or, you can use the Value Sort Tool [27] for ideas on how to start. This activity may feel uncomfortable at first, but it is important to discuss and can inform the type of lab culture you are actively creating.

Discussing values will demonstrate to the lab that you are interested in what your lab members value and how they want to shape the space. Having this discussion can create a sense of psychological safety in the lab where there are judgement-free and supportive relationships between peers and mentors [30]. It also takes the pressure off of individuals who wish to bring up challenges they are experiencing when they would otherwise have little to no foundation to bring up vulnerable topics. Creating space to discuss values will build feelings of belonging as members are personally contributing to the group, an important strategy in creating a sense of belonging.

Once norms and values have been documented, a great next step is to document what the group has collectively established. One way of doing this is through visual representations (see, for example, Sammy Katta’s work on “In this lab we believe”; [27]). Another option is to document the values of the lab through a lab contract. After your group has co-constructed a set of values that you wish to collectively uphold in the lab, you can draft a document so everyone can have a record of what was agreed upon. This will help keep accountability among group members as well as provide a values-based foundation for the lab community. It can also provide a structure for future lab meetings (i.e., we value gratitude so we begin lab meetings with kudos).

“Ambiguity begets inequality” [31]. When expectations lack transparency, students without knowledge of how your lab operates will feel left behind or left out [32]. Be clear about rules and procedures. It is important to be clear about what is expected from each lab member. Transparent lab norms ensure everyone is on the same page. The Center for Improvement of Mentored Experiences in Research (CIMER) recommends that expectations be articulated in lab guidelines or contracts. These can be living documents that evolve over time and include information like recommended modes of communication (email, Slack, etc.), required meetings (lab meetings, journal clubs, annual retreats, conferences, etc.), how to report vacations and time away, and lists of locations of shared resources (proposal libraries, lab equipment, etc.). Importantly, set clear guidelines around what steps lab members should take to find answers when they feel confused or when something is unclear. That way, any unintentional ambiguity is addressed quickly, leading to ultimate transparency and, consequently, stronger sense of belonging in your lab.

Every lab member is unique with their own cultural blend of traditions, values, and practices [33]. Learning about each other provides opportunities to find connection among each other and to build a sense of belonging among all members. Even something small, like having the same favorite color, can increase a sense of belonging [7]. Some labs create a lab website that has information about each lab member and provides an opportunity for individuals to carve out their unique contributions to the lab community. A lab website is a great strategy to demonstrate inclusion and belonging, but if this is something your lab does, make sure you are taking the time to keep the website updated as new members come and go and lab members’ information will likely change over time.

Alternatively, some labs may choose to learn about each other through storytelling. In the Gracia Lab at the University of Illinois at Urbana-Champaign, for example, the PI assigns The Storytelling Project [27]. For this project, each lab member tells a story that reflects their upbringing, culture, or educational journey. They choose any medium (essay, poem, song, painting) and present it to their lab group. Storytelling is a very powerful tool as it humanizes our experiences and enhances social bonds [34]. Storytelling brings people together and allows groups to find cultural matches that can support a sense of belonging and teamwork in the lab. Additionally, storytelling provides individuals an opportunity to talk about the groups’ social identities (race, ethnicity, gender, socioeconomic background) discussed in Rule 2 and how they shape their experiences in the lab. As we learn more about each other, we understand more fully how to respond to and support needs.

People feel valued when their work is recognized [35]. Recognizing individuals for their contributions and accomplishments is a great way to grow a sense of belonging among members of the lab. You can build this practice into lab meetings by opening or closing with kudos. This builds the norm of valuing contributions big and small and helps lab members stay informed about what others are working on. This can easily go sideways and make people feel excluded and undervalued if you only recognize individuals for their perceived larger accomplishments. For example, all publications should be recognized, not just those that make it into high-impact journals. Non-publication accomplishments should be given kudos as well. As a solution, you can open the meeting with: what kudos do you have to share today? Or, you can institute a practice where everyone presents something of which they are proud or you can use your morning check-ins from Rule 3 to learn more about what your lab members are doing, which can provide you with information in the kudos you give. For example, walking into the lab, you ask one of your doctoral students (we’ll call her Cheryl) how she’s doing, and she responds with information about her dissertation proposal. You can then give kudos based on what you learn. You can say, for example, “I want to give kudos to Cheryl for passing her dissertation proposal yesterday. I know she worked really hard on it and we’re all so proud of her huge milestone.” This is one way to show that members are valued in the lab space, thus strengthening their sense of belonging.

Note: Recognition is a way for the STEM identity of an individual to be nurtured [29]. Therefore, if the kudos activity becomes negative or competitive, this could be considered a reflection of the lab’s climate, culture, and values; in which case, lab leaders should take inventory on what is contributing to the scarcity mindset.

Like with many scientific processes, it is important to build in check-ins to gauge and sustain good performance. Equity checks provide an opportunity to embody values (Rule 4) and establish an actionable expectation (Rule 5). Psychological safety is key when conducting meaningful equity checks. Equity checks help to ensure lab members feel as equally valuable as others in the lab. Equity checks assess whether current lab practices are fair, whether any lab member needs some temporary assistance, or whether a particular lab member has been going “above and beyond” and would benefit from tasks being redistributed. It is important to examine if lab jobs, such as making buffers or cleaning common spaces, are equitability distributed among group members too. You might consider creating rotating jobs or annual cleanup days. Equity checks can include “opportunities for individuals to share whether they feel free to express their opinion and whether the climate of the group is hospitable to discussion and respectful disagreement” [36]. You can facilitate an equity check by asking your group: How are people feeling about the fairness of lab practices? Who needs assistance? What areas need to be revisited? These questions can start the conversation about equity in the lab and can also demonstrate that the lab truly values equity by practicing it. To learn more about the definitions of terms used in this paper, see Glossary of Terms (S2 Fig) or UNC’s professional development curriculum on Equity versus Equality, Diversity versus Inclusion [37].

A gap in perception might make it difficult for PIs and senior lab members to gauge how junior lab members are feeling [38]. A study of 3,200 scientists found that there is a “perception gap” in lab experiences where senior lab members had a more positive perception of lab experiences, which differed from that of junior lab members [38]. You can mitigate this gap in perception by asking for feedback regularly. Asking for feedback is a common management and leadership practice and can make you a more effective leader [39,40]. It signals to lab members that their experiences are valued and you are interested in understanding them. Feeling valued by leadership is one way to increase the sense of belonging of members in the lab environment.

Facilitating equity checks (Rule 9) is one example of how to gather feedback from your group, but feedback can be gathered about different aspects of the research group through varied methods such as surveys and informal check-ins. Consider ways you can proactively provide monthly opportunities for lab members to give feedback. One way to do this is to create an anonymous survey where lab members can indicate how they are feeling about topics such as your leadership, inclusivity, professional development, sense of community, feeling supported in research, etc. This will provide you with more insight into how others are experiencing your leadership in the lab and give you a better understanding of how to gauge lab members’ sense of belonging. For resources on asking for feedback, see How Leaders Can Get Honest, Productive Feedback [40]. You might not always get it right the first time and that’s okay. Mistakes can be lessons learned. What’s important is that you are actively seeking feedback and looking for ways to improve your lab practices.