The Organization of Learning in Geoscience Fieldwork and Implications for Inclusion

Núñez, Anne‐Marie; Posselt, Julie R.; Hallmark, Tyler; Rivera, Jessica; Southern, Deborah E.

doi:10.1615/jwomenminorscieneng.2021031264

Cited by 12 publications

(3 citation statements)

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“…In one focus group, a stereotypical geoscientist was described as an upper middle class White guy with a beard and a flannel shirt ; another participant noted fundamental ableism associated with an emphasis on field work: the practice of geology as it currently exists … is limited to people who can physically undergo the training required … But thinking-wise , mind-capacity wise , I don’t think it inherently needs to be that way . Other researchers have documented perceptions about accessibility barriers in the geosciences [ 82 , 83 ] and illustrated how ableist assumptions marginalize disabled geoscientists. Because of the overall lack of representation in the geosciences, these stereotypes begin early in researchers’ careers, reflecting and reinforcing more widespread oppressive social forces.…”

Section: Findings and Discussionmentioning

confidence: 99%

"Maybe this is just not the place for me:" Gender harassment and discrimination in the geosciences

et al. 2022

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Rampant gender-based harassment and discrimination are recognized problems that negatively impact efforts to diversify science, technology, engineering and mathematics (STEM) fields. We explored the particularities of this phenomenon in the geosciences, via focus groups conducted at STEM professional society meetings, with the goal of informing interventions specific to the discipline. Using grounded theory analysis, two primary drivers for the persistence and perpetuation of gender-based harassment in the geosciences were identified: a particular history of power dynamics and maintenance of dominant stereotypes, and a pattern of ineffective responses to incidents of harassment and discrimination. Informed by intersectional feminist scholarship by women of color that illustrates how efforts to address the underrepresentation of women in STEM without attending to the overlapping impacts of racism, colonialism, ableism, and classism will not succeed, we view harassment and discrimination as structural problems that require collective solutions. Continuing to recruit individuals into a discipline without changing its fundamental nature can tokenize and isolate them or encourage assimilation and acceptance of deep-seated traditions no matter how damaging. It is the responsibility of those in power, and especially those who hold more privileged status due to their social identities, to contribute to the dismantling of current structures that reinforce inequity. By providing explanatory illustrative examples drawn from first-person accounts we aim to humanize the numbers reported in workplace climate surveys, address gaps in knowledge specific to the geosciences, and identify interventions aligned with an intersectional framework that aim to disrupt discriminatory practices endemic to the geosciences and larger STEM community.

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Section: Findings and Discussionmentioning

confidence: 99%

"Maybe this is just not the place for me:" Gender harassment and discrimination in the geosciences

et al. 2022

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“…Safety should not only be an issue related to fieldwork. Providing safety for all geoscientists involves addressing hostility and microaggressions that can be found in all academic and professional workplaces (Sue, 2010;Marín-Spiotta et al, 2020) such as ableism, racism, sexism, and other forms of identity biases, harassment, and discrimination (Cortina, 2008;Olsen et al, 2020;Lawrence, 2021;Núñez et al, 2021). Addressing issues of safety in the geosciences highlights a commitment to protect the members of an instructional or research community and work to remove barriers that currently restrict opportunities to participate and contribute (Marín-Spiotta et al, 2020;Jackson, 2021).…”

Section: Safetymentioning

confidence: 99%

Acknowledging the Intersectionality of Geoscientists With Disabilities to Enhance Diversity, Equity, Inclusion, and Accessibility

Castro,

Atchison

2024

Earth Sci. Syst. Soc.

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The geosciences have implemented a variety of efforts designed to strengthen diversity, equity, inclusion, and accessibility (DEIA) of underrepresented groups. While these efforts have had substantial financial investment, recruitment and retention for underrepresented individuals has yet to reflect this. To improve the resources available for underrepresented scholars, the geoscience community must expand its exploration of identity beyond a singular construct, and instead focus on how identities intersect. In this exploratory study, the framework of intersectionality will be highlighted to better understand the convergence of disability with other underrepresented identities in the geoscience disciplines. Major themes of social inclusion and belonging, power, safety, and opportunity are presented through the lived experiences of geoscientists, along with recommendations on expanding broadening participation efforts for underrepresented individuals in the geosciences.

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“…This research is situated within the Theory of Undergraduate Socialization (Weidman, 2006), which considers a student's background as they enter college learning contexts ( inputs ), the mechanisms of inter‐ and intrapersonal interaction that students engage in within formal and informal settings ( environment ), and changes in students' academic performance and affect ( outcomes ) (Figure 1). This theory is particularly fitting for research on field‐based coursework, as field experiences are important for students' socialization into field‐intensive disciplines (Nunez et al, 2021; Streule & Craig, 2016).…”

Section: Introductionmentioning

confidence: 99%

Professional social connections are associated with student science identity in a research‐based field biology course

Esparza,

Smith

2023

Ecosphere

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Undergraduate field courses provide students with valuable opportunities to learn in and from the natural environment. Prior research shows that field courses can improve students' cognitive and affective outcomes and encourage them to engage in social interaction with their classmates and professors. Despite frequent documentation of the ability for field courses to promote social relationships, no prior studies have characterized student interaction in this context or its influence on student outcomes. To better understand student interactions, we used social network analysis to characterize how and with whom students formed communities in a semester‐long field course with an integrated research project. We found that students form small, tightly connected communities composed of professional and personal contacts with whom they maintain contact throughout the semester. We asked students what they discussed when talking about their research project with their professional and personal contacts. We found that students explained their research to members of their professional and personal communities. Discussions with professional communities largely focused on guidance related to the technical aspects of their research projects and personal communities focused on personal support. We also examined student research project performance and science identity. Bootstrapped multivariate linear modeling indicated that neither student demographic factors nor the degree to which a student discussed their research with their personal or professional communities influenced their research project grades. However, the strength of the professional but not personal connections was associated with science identity. Based on these findings, we offer evidence‐based recommendations to field course instructors on how best to structure student interaction.

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The Organization of Learning in Geoscience Fieldwork and Implications for Inclusion

Cited by 12 publications

References 0 publications

"Maybe this is just not the place for me:" Gender harassment and discrimination in the geosciences

"Maybe this is just not the place for me:" Gender harassment and discrimination in the geosciences

Acknowledging the Intersectionality of Geoscientists With Disabilities to Enhance Diversity, Equity, Inclusion, and Accessibility

Professional social connections are associated with student science identity in a research‐based field biology course

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