When I taught research methods to undergraduates, I would start by asking whether anyone in the class had $20. Though harder to come by thanks to digital payment options, inevitably someone would produce a $20 bill. I would then ask whether they knew how the bill came to look the way it does. Students would take guesses—often rooted in history and counterfeiting concerns.
Cuts to research into inequality, disparities and other DEIA topics harm science
