Mixed-reality simulations to build capacity for advocating for diversity, equity, and inclusion in the geosciences.

Abstract

We report on data collected at 3 time points during a 1-year intervention designed to teach a purposive sample of geoscience faculty members (n ϭ 29) from 27 universities throughout the United States how to identify and address issues related to diversity, equity, and inclusion in their departments. For the intervention we used mixed-reality simulations to help participants practice specific skills to address common situations in geoscience departments. The intervention also included an intensive 3-day workshop and 3 journal clubs. Using a Bayesian analytical approach we explored: (a) general trends in participants' self-and collective efficacy for identifying and addressing diversity, equity, and inclusion over a 1-year period; (b) relationships between self-efficacy and collective efficacy; and (c) demographic factors that explain variation in self-and collective efficacy. Results showed that self-and collective efficacy rose sharply from preintervention to 5 months after beginning. Although both self-and collective efficacy retreated toward baseline at the 1-year mark, only 1-year self-efficacy was still credibly higher than preintervention. Also, preintervention self-efficacy predicted 5-month collective efficacy. Efficacy beliefs varied as a function of race/ethnicity. Only collective efficacy varied as a function of academic rank. We discuss these findings in relation to social-cognitive theory and the literature regarding the use of digital learning environments to address diversity, equity, and inclusion.

Randomised controlled trial of online empathy focused intercultural communication program for Turkish local society to increase their social acceptance towards refugees

“…After the intervention program was implemented, people's self-and collective competencies to recognize equality, diversity, and social inclusion increased significantly. In the measurements after 1 year, it was observed that self-efficacy was considerably higher than the pre-test measurements (Chen et al, 2020 ). To sum up, this intervention study that has been carried out recently with an adult sample has also effective and important results that emphasize ethnic diversity and equality.…”

“…An interesting intervention program aimed to increase advocacy for diversity, equality, and social inclusion was also conducted with the participation of faculty members from different universities in the United States (Chen et al, 2020 ). The content of the intervention program which was carried out with 29 faculty members consisted of recognizing and defining ethnic differences, equality, and social inclusion.…”

Equitable Exchange: A Framework for Diversity and Inclusion in the Geosciences

“…Within the geosciences (Earth, Atmosphere, Ocean, and Polar Sciences), there is a current wave of energy and attention to issues of equity and social justice in geoscience spaces that is long overdue. Calls to action (Ali et al., 2020; Morris et al., 2020), publications (e.g., Chen et al., 2020; Marín‐Spiotta et al., 2020), personal stories (#BlackAndStem (#BlackAndStem was created by Stephanie Page, PhD; twitter: @ThePurplePage)), new centers (e.g., AGU Ethics and Equity Center), and emerging movements (URGE: https://urgeoscience.org/) are pushing the edges and reforming approaches to broadening participation. This is encouraging, as past strategies to accelerate demographic and ethnocultural representation have not succeeded as hoped.…”

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Despite growing demographic diversity in the United States population at large, in the 50 years that the National Science Foundation has been keeping demographic statistics, there has been a continuing lack of diversification in the Science, Technology, Engineering and Mathematics (STEM) workforce, leading to growing frustration and a compelling need for both equity and inclusion (Bernard & Cooperdock, 2018).Within the geosciences (Earth, Atmosphere, Ocean, and Polar Sciences), there is a current wave of energy and attention to issues of equity and social justice in geoscience spaces that is long overdue. Calls to action (Ali et al, 2020;Morris et al, 2020), publications (e.g., Chen et al, 2020;Marín-Spiotta et al, 2020), personal stories (#BlackAndStem (#BlackAndStem was created by Stephanie Page, PhD; twitter: @ThePurplePage)), new centers (e.g., AGU Ethics and Equity Center), and emerging movements (URGE: https://urgeoscience. org/) are pushing the edges and reforming approaches to broadening participation.

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Addressing race and diversity in graduate education: Practices from student activism

“…Students of color and other marginalized students (e.g., those from lower and working social classes) have characterized their experiences in graduate school by the lack of meaningful and reciprocally trusting mentorship, belongingness and social integration, and mental health supports (Brunsma et al, 2017;Fosnacht & Calderone, 2020;Truong et al, 2016). These reports are explained in part by the large disparities in cultural representation among faculty and students, by a lack of awareness from professionals regarding issues students face surrounding DEI, and by a lack of institutional mechanisms that explicitly support students from culturally underserved backgrounds (Chen et al, 2020;Harris & Lee, 2018).…”