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Abstract Undergraduate field experiences (UFEs) are key components of many biology, ecology, and geoscience programs and important steps to successful recruitment into careers. Through semistructured interviews of diverse field program leaders, we seek to understand how field program leaders conceptualize both their scientific disciplines and the intentional design factors they implemented within the UFE itself. Additionally, this study explores critical considerations these program leaders use to approach designing inclusive UFEs as well as the institutional and practical challenges of designing and implementing their UFEs. We acknowledge the limitations of the small sample of respondents, and our intent with this article is to explore these responses as a way to share critical design factors for designing and implementing inclusive UFEs with the broader geoscience community. Building an early understanding of these factors will help new field program leaders address multiple, simultaneous challenges that currently foment the underrepresentation of students from marginalized backgrounds in biology, ecology, and the geosciences. Through these explicit conversations, we hope to support the professional development of a scientific community that values the creation of safe, encouraging field experiences in which students can enhance their self-identity in the sciences, build peer and professional networks, and develop memorable field experiences that support their trajectories toward successful careers.
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Highlighting altruism in geoscience careers aligns with diverse US student ideals better than emphasizing working outdoors
Abstract A common approach to attract students in the United States to the geosciences is to emphasize outdoor experiences in the natural world. However, it is unclear how successful this strategy is. Specifically, the geosciences have been less successful than other sciences at recruiting a diverse workforce that reflects different perspectives and life experiences. Here we present a survey of students enrolled in College Algebra at a Hispanic-serving institution in the southwestern United States where, of 1550 students surveyed, 55.3% identified as an underrepresented minority (URM). We find that surveyed students care little about working outdoors. Instead, they rate altruistic factors, such as helping people or the environment, as most important. Female respondents rate these factors higher than male respondents. We also find that many respondents know little about what a career in geoscience entails. We argue that better informing students about the altruistic potential of geoscience careers would be an effective strategy to broaden recruitment.
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- PAR ID:
- 10305439
- Publisher / Repository:
- Nature Publishing Group
- Date Published:
- Journal Name:
- Communications Earth & Environment
- Volume:
- 2
- Issue:
- 1
- ISSN:
- 2662-4435
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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