No abstract

Previous studies have indicated that diversity is a concern in soil science, including how this relates to gender equity. However, gender equity data for soil science are extremely limited, with only the USA having a current relatively extensive study published in the scientific literature. Therefore, this study was undertaken to gain a preliminary understanding of gender equity issues in a range of countries worldwide using the gender data of membership of national soil science societies, international conferences and journals. Data for 2020 membership was supplied by 44 soil science societies, providing a broad geographic representation. Thirty‐seven of the 44 societies had more male members than female. Only 32% of the soil science society members were women, although the highest percentage for an individual society was 69% female membership. Regionally, Asia had the lowest female membership at 22%, whereas Africa had the highest at 40%. Only 20% of the national soil science societies who are members of the International Union of Soil Sciences had female presidents, indicating that women are under‐represented in the top leadership roles in our professional societies. Women were under‐represented as keynote speakers at conferences and on many editorial boards. This initial scoping study demonstrates that there is an urgent global need to address gender equity within the soil science profession. However, gender equity extends beyond just the number of women in our profession: it also includes equal access to wages, leadership roles and decision making. We conclude that it is critical that individual countries undertake detailed studies of gender equity so we have a more complete picture of the national and international scale of this issue. Highlights There is still gender inequity in soil science Soil science is a male‐dominated field in most countries worldwide Gender equity is critical to advancing the discipline of soil science There is a need for comprehensive national studies of gender equity Equity includes many issues beyond just equality in numbers of men and women in the profession.

There are many publications pretending to belong to the green chemistry protocol; however, only few papers ask questions and make suggestions in order to obtain an appropriate evaluation about the green approach of a particular experiment. Thus, in this paper a contribution for an educative change is offered, searching for sustainability; the goal is to establish a model, in a critical way and under the green chemistry protocol: how green is a chemical experiment?