Jesse Moreira-Bouchard, PhD

Genuine inclusion and sense of belonging are first and foremost fostered by grassroots, community focused efforts. As a member of several underrepresented and marginalized communities, I actively engage other community members in both academic and non-academic local spaces in the discussions around what makes a space equitable and inclusive, and work with teams comprised of community members in all efforts to foster inclusion. An important part of this work is meeting others where they are at, including local safe “third places” such as LGBTQIA+ bars, community centers, and group spaces. Additionally, I participate in community-centered activism from local to state levels to help advocate for progressive policy change to foster financial and social equity, as city, state, and national policy and structural norms and laws can have a significant effect on marginalized communities. Last, community engagement is a broader effort in the 21st century, involving the use of social media and other digital platforms. I am highly active on X (formerly Twitter), where I disseminate research related to LGBTQIA+ health, connect with junior and senior folks in STEM to collaborate nationally and internationally on equity related projects, and build support networks for LGBTQIA+ folks in and out of academia.

 In order to foster equity in health, there is a desperate need to understand the distribution and root causes of, health inequities. My laboratory studies the psychosocial causes and epidemiology of cardiovascular disease in marginalized communities in the Greater Boston area. We work with local community centers and businesses to engage the community in research design as well as participation in research studies, and build teams comprised of stakeholders with multiple intersectional identities to help identify which health inequities exist. Moreover, we are committed to open access distribution of research findings to ensure widespread access to data. My lab group is committed to regular self-reflection and learning through journal club, seminars, and professional development opportunities including topics of anti-racism, LGBTQIA+ equity, and gender parity, among others. To this end, I have already published review articles, commentaries, and primary peer-reviewed research articles on improving LGBTQIA+ inclusion in medical research, undergraduate and graduate training in science and medicine, and in clinical guidelines. Several of these projects have also been grant-funded through my home institution, Boston University. My lab has received national coverage in press releases, podcasts, news articles, as well as through invited talks I have given for the US National Institutes of Health, as well as societies such as the American Physiological Society. Having a national platform allows for wider dissemination of my research and broader awareness of LGBTQIA+ issues.

As a teacher, I am aware of the great responsibility I have in educating the next generation of scientists and clinicians. Through my own professional development via formal and informal training, mentored experiences, and self-directed weekly reading, I attempt to identify best practices for fostering sense of belonging and accessibility in my classroom. In my first year as a faculty member, I notably conducted two separate research studies to identify the effects of 1) alternative testing practices on reducing stress in classroom environments and 2) how queer authenticity as an instructor fosters sense of community and comfort for students of all backgrounds in STEM classrooms. Moreover, I am committed to course development and restructuring to ensure best inclusive practices from the literature are employed and the most contemporary, inclusive content on health in multiple populations is included in my teaching.