Inclusive conservation requires amplifying experiences of diverse scientists

Bailey, Karen M.; Morales, Nia; Newberry, Milton G.

doi:10.1038/s41559-020-01313-y

Cited by 22 publications

(11 citation statements)

References 7 publications

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“…For example, while we did not show a correlation between race and experienced discrimination, this is likely a result of the very small sample size of interviewed POC, as well as of prevalent gender-based discrimination. Racism is as widespread in science as it is in general society (e.g., Bailey et al, 2020;Dutt, 2020), and we hope that the lack of direct correlation shown in this study will not be used to lessen the importance and seriousness of the issue. Similarly, it is unclear whether the uneven gender representation reflects the composition of the field (i.e., female-dominated at the entry-level) or a biased reach of this survey, and thus analyses taking gender into account should be approached with caution.…”

Section: Discussionmentioning

confidence: 85%

“…Yet, access to both marine resources and different roles in marine science and conservation are still unevenly distributed (Österblum et al, 2020), with severe racial, geographic, and gender biases (e.g., Thompson et al, 2011;Srinivasan, 2018;Giakoumi et al, 2021). To remove these barriers, equitable, just, and welcoming study and work environments are needed, which improve representation and increase the diversity of voices (Green et al, 2015;Bailey et al, 2020;Alexander et al, 2021;Worm et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Being ECR in marine science: Results of a survey among early-career marine scientists and conservationists

Osiecka

Wróbel

Hendricks³

et al. 2022

Front. Mar. Sci.

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Ocean research and conservation are still largely exclusive fields, with ongoing issues of racial, gender, class, and geographic underrepresentation. To improve accessibility and retention within these fields, we need to create equitable, just, and welcoming study and work environments. It is therefore crucial to listen to the voices of students and early career ocean professionals (ECOP). We conducted an online survey on the study- and workplace experiences of ECOP, focusing on social obstacles, such as economic strain, unpaid work, and workplace discrimination and abuse. Strong economic barriers to education access were evident in certain geographic areas. Almost half of the reported work time in the field was uncompensated, yet unpaid work rarely translated into career advancement and was often associated with workplace abuse. Dissatisfaction and burn-out rates at the earliest career stages were alarming, and experienced hardship and mental health issues were particularly dire for women and non-binary persons. While most respondents were white and from the global north, meaning the results may not reflect experiences of ECOP in other regions, this study highlights some of the barriers to equity as well as work ethics issues that should be urgently addressed within the field.

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Section: Discussionmentioning

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Being ECR in marine science: Results of a survey among early-career marine scientists and conservationists

Osiecka

Wróbel

Hendricks³

et al. 2022

Front. Mar. Sci.

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“…We did not find significant differences across race/ethnicity, age, and parent education level, but this undoubtedly requires more research given the limitations of our sample. As the issues of justice, equity, diversity, and inclusion in STEM, natural resources, and society at large become increasingly important, obtaining a more representative sample may help differentiate how paid and unpaid positions impact certain groups (Bailey et al 2020, Forrester 2020, Hofstra et al 2020). Ultimately, an increase in funding opportunities for natural resources, leading to increased availability of quality, paid positions, will likely be necessary to retain aspiring wildlife professionals.…”

Section: Discussionmentioning

confidence: 99%

It pays to get paid: Factors influencing wildlife‐related employment success

Bailey

Hooker

Loggins

et al. 2022

Wildlife Society Bulletin

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Individuals who are interested in wildlife-related careers take unpaid positions to gain experience and remain competitive in the job market. However, unpaid positions may not provide the same training, skills acquisition, or long-term success as paid positions. We surveyed 796 graduates of wildlife-related bachelor's degree programs from accredited U.S. universities to assess how experiences and skills gained in paid and unpaid positions affected long-term employment or educational success. We found that respondents with more paid employment experience were more likely to obtain full-time employment in a wildlife-related field than those who had worked more unpaid positions. Further, respondents reported gaining more skills associated with long-term success from paid positions than unpaid positions. Our results highlight the importance of both paid work and experiences that provide valuable skills training for success in wildlife-related fields. We urge wildliferelated employers to offer more paid positions in lieu of unpaid opportunities. We further suggest that job-seeking, earlycareer scientists carefully consider the skills they will gain from particular jobs, and critically scrutinize the potential for longterm benefits before accepting an unpaid position.

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“…This work requires commitment from our entire staffs and both big‐picture and attention‐to‐detail work. We can start by listening to our colleagues of color and other minoritized folx who have recently given us very clear instructions on how to improve safety (Anadu et al 2020, Olcott and Downen 2020, Demery and Pipkin 2021) and provide support (Bailey et al 2020, Cooper et al 2020, Halsey et al 2020, Miriti et al 2020, Schell et al 2020, Tseng et al 2020, Zavaleta et al 2020, Jensen et al 2021, Peterson 2021). We need to use these publications as training documents for our communities, show them to administrators when negotiating budgets, and take action on their specific recommendations.…”

Section: Maintain An Inclusive Culture By Living Out Our Valuesmentioning

confidence: 99%

Crafting Field Station and Marine Lab Communities for Undergraduate Diversity, Equity, and Inclusion

Flowers

O'Connell

McDermott

2021

Bulletin Ecologic Soc America

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Field stations and marine labs (FSMLs) in the United States are predominantly white and often heteronormative and cis-gendered spaces. As such, it can be difficult for people of color and other minoritized groups to gain access, persist, and succeed as field scientists-in-training. While making large-scale changes in how our FSMLs look and operate can seem daunting, many FSMLs are working on DEAI (diversity, equity, accessibility, and inclusion) initiatives through their undergraduate student programs. We give examples from some of these efforts, and we suggest some concrete, achievable steps that we hope the FSML community will find helpful to enhance the human diversity of FSMLs and craft more inclusive and equitable communities. We call on the FSML community at large to collaborate and support each other in this work.

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Inclusive conservation requires amplifying experiences of diverse scientists

Cited by 22 publications

References 7 publications

Being ECR in marine science: Results of a survey among early-career marine scientists and conservationists

Being ECR in marine science: Results of a survey among early-career marine scientists and conservationists

It pays to get paid: Factors influencing wildlife‐related employment success

Crafting Field Station and Marine Lab Communities for Undergraduate Diversity, Equity, and Inclusion

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