Macrosystem Analysis of Programs and Strategies to Increase Underrepresented Populations in the Geosciences

Applying an intersectionality lens to expand equity in the geosciences

“…In focusing on multiple identities, domains of institutional power, and cultural-historical contexts, this application of intersectionality aligns with Wolfe and Riggs's (2017) "macrosystems" framework that identifies multiple organizational sites and systems of influence, both within and outside of educational settings, on participation of historically underrepresented populations in the discipline. We extend this work to identify specific organizational dynamics that are key foci to increase historically underrepresented populations' participation in geosciences, through reviewing Surrounding the pupil are five identities that an individual might hold, among other identities.…”

“…The recent Community Framework for Geoscience Education Research (St. John, 2018), organized by the National Association of Geoscience Teachers, calls for strengthening theoretical knowledge to improve undergraduate learning and equity in geosciences, including applying frameworks from other fields like higher education. In this framework, examining the roles of multiple organizational contexts (e.g., Wolfe & Riggs, 2017) and multiple, intersecting identities (e.g., Callahan et al, 2017) have been identified as offering promising theoretical avenues to inform future research and practice to diversify geosciences. Riggs, Callahan, and Bray (2018) assert that a "richer understanding of [underrepresented students'] lived experiences as members of the community" (p. 63), that takes into account intersectionality in identities, would enhance practices to increase equitable participation and success in geosciences.…”

Research on Access and Success of Under-Represented Groups in the Geosciences: Results From the Community Framework for Geoscience Education Research

“…These will all be engaged in interactions between an individual and the system around them, and should be taken into account when working to understand and optimize supportive programs for advancing students from diverse backgrounds. From Wolfe and Riggs, 2017. that can be accepted. Making our disciplines more relevant and more welcoming to a broader group of students will require a broad national geoscience community effort.…”

“…Implementations can be divided into large-scale implementations that are national in scope and focus on change within an entire science community and those that are smaller scale and local in scope aiming for change on a particular campus or department. The Macrosystems Framework (Wolfe & Riggs, 2017) below (Figure 3) incorporates the important elements and interactions between the broader "System" and the "Individual. "…”

Probing the National Geoscience Faculty Survey for reported use of practices that support inclusive learning environments in undergraduate courses

“…In particular, recent studies have reported that racial, ethnic, and gender diversity in the geosciences is disproportionate when compared to other STEM fields and to national demographics (Huntoon & Lane, 2007;National Center for Science and Engineering Statistics, 2015;National Science Foundation [NSF], 2010;Sidder, 2017). This persistent lack of diversity in the geosciences is influenced in part by students' undergraduate experiences in geoscience and the choices educators make that contribute to broadening or limiting the participation and success of students from historically untapped groups (Bernard & Cooperdock, 2018;Huntoon, Tanenbaum, & Hodges, 2015;Killpack & Melon, 2016;Wolfe & Riggs, 2017). Recent research has recommended the adoption of a variety of inclusive and equitable education practices.…”