Integrating social equity considerations into analyses of the food-energy-water systems nexus (FEWS) could improve understanding of how to meet increasing resource demands without impacting social vulnerabilities. Effective integration requires a robust definition of equity and an enhanced understanding of reliable FEWS analysis methods. By exploring how equity has been incorporated into FEWS research in the United States and countries with similar national development, this systematic literature review builds a knowledge base to address a critical research need. Our objectives were to 1) catalog analysis methods and metrics relevant to assessing FEWS equity at varying scales; 2) characterize current studies and interpret shared themes; and 3) identify opportunities for future research and the advancement of equitable FEWS governance. FEWS equity definitions and metrics were categorized by respective system (food, energy, water, overall nexus) and common governance scales (local, regional, national, global). Two central issues were climate change, which increases FEWS risks for vulnerable populations, and sustainable development, which offers a promising framework for integrating equity and FEWS in policy-making contexts. Social equity in FEWS was integrated into studies through affordability, access, and sociocultural elements. This framework could support researchers and practitioners to include equity in FEWS analysis tools based on study scale, purpose, and resource availability. Research gaps identified during the review included a lack of studies effectively integrating all three systems, a need for publicly available datasets, omission of issues related to energy conversion facilities, and opportunities for integration of environmental justice modalities into FEWS research. This paper synthesized how social equity has previously been incorporated into FEWS and outlines pathways for further consideration of equity within nexus studies. Our findings suggested that continued exploration of connections between FEWS, equity, and policy development across scales could reduce social risks and vulnerabilities associated with these systems.
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Complex pathways within nested systems: Exploring approaches to centering equity in peer review
In this essay, I explore some of the insights provided in a set of three manuscripts that focus on centering equity in peer review, authored by Bancroft, Ryoo and Miles, Nkrumah and Mutegi, and Marshall and Salter. I consider various aspects of their arguments, highlighting implications for the procedures and norms of journals and funding organizations and questions for further consideration. Drawing on their findings and analyses, I discuss various recommendations, such as the need to change the rules and norms of peer review to be more equitable, to ensure that reviews are free from race, ethnicity, gender, and other kinds of identity-related biases, to work towards equitable distribution of the resources, such as advising, mentoring, and valuable feedback, that support fair reviewing, and to establish criteria and rubrics that support research that is conducted in collaboration with communities marginalized in science education. In addition, I raise issues for further consideration, including the evolving relationship between “equity” and “merit” with regard to peer review and the need for centering equity in ways that allow for discussion, debate, and development of the field.
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- Award ID(s):
- 2029956
- NSF-PAR ID:
- 10331186
- Date Published:
- Journal Name:
- Science Education
- Volume:
- 106
- Issue:
- 5
- ISSN:
- 0036-8326
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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null (Ed.)Executive Summary ● As the Biden-Harris administration recommits the US to the Paris Agreement, a robust national net zero emissions strategy, integrated with local and corporate decarbonization targets, will ensure the nation achieves its climate goals. A new nationwide survey of current net zero climate commitments reveals the following: ● The US has a broad foundation of local net zero ambition on which to build a robust national decarbonization pathway. At least 53% of Americans live in a jurisdiction with a subnational net zero target. Furthermore, US companies accounting for at least $5.2 trillion in yearly sales have committed to net zero. ● Discrepancies in the quality of these targets highlight the need for strong federal leadership to raise the bar for existing subnational and corporate targets and spur further ambition to meet the goals laid out in the Paris Agreement.1 ● Existing state, local and private sector targets require improved alignment in governance mechanisms, consideration of equity and use of offsets. ● To achieve net zero emissions in the US by 2050 in an equitable, just, and leastcost manner, the White House Climate Task Force and Congress should enact policies to strategically strengthen and grow subnational and corporate ambition. In conjunction, subnational and corporate actors must continue to set and improve upon existing targets. ● Our empirical findings indicate a strong basis of support for federal policymakers to implement a robust national net zero strategy. Four key policies will enable government leaders to connect ambition to action: ○ Pledge: Include a robust net zero pledge in the US’ Nationally Determined Contribution (NDC) submission that exceeds the United Nations Framework Convention on Climate Change (UNFCCC) Race to Zero minimum criteria and adopts key leadership practices. These practices include creating a pledge that is codified in law, covers all greenhouse gases across operations and supply chains and includes an interim target of 50% emissions reductions by 2030. ○ Plan: Publish a national net zero roadmap that includes considerations of equity and justice and places constraints on the role of offsets. ○ Proceed: Align economic recovery spending with the aims of the net zero target, develop sector-specific net zero benchmarks and template strategies and mandate net zero alignment as a condition for federal bailouts. ○ Publish: Publish an annual national progress report that includes the progress of subnational commitments.more » « less
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Abstract Background Students' recognition beliefs have emerged as one of the most important components of engineering role identity development for early‐career undergraduate students. Recognition beliefs are students' perceptions of how meaningful others, such as peers, instructors, and family, see them as engineers. However, little work has investigated the experiences that facilitate recognition beliefs, particularly across the intersections of race, ethnicity, and gender. Investigation of these experiences provides ways to understand how recognition may be supported in engineering environments and how White and masculine norms in engineering can shape marginalized students' experiences.
Purpose We examined how specific experiences theorized to promote recognition are related to recognition beliefs for students at the intersections of race, ethnicity, and gender. Based on self‐reported demographics, we created 10 groups, including Asian, Black, Latino and Hispanic, Indigenous, and White cisgender men and Asian, Black, Latinè/x/a/o and Hispanic, Indigenous, and White ciswomen, trans, and non‐binary individuals. This article describes the patterns within each intersectional group rather than drawing comparisons across the groups, which can perpetuate raced and gendered stereotypes.
Methods The data came from a survey distributed in Fall 2017 (
n = 2316). Ten multiple regression models were used to understand the recognition experiences that influenced students' recognition beliefs by intersectional group.Results There is no one‐size‐fits‐all approach to developing students' recognition beliefs. For example, family members referring to the student as an engineer are positively related to recognition beliefs for Asian, Black, Latino and Hispanic, and White cisgender men. Friends seeing Asian and White marginalized gender students as an engineer is predictive of recognition beliefs. Other recognition experiences, such as receiving compliments from an engineering instructor or peer about their engineering design and contributions to the team, do not influence the recognition beliefs of these early‐career engineering students.
Conclusion This article emphasizes the need to draw on multiple experiences to support the equitable development of early‐career engineers across race, ethnicity, and gender, and reveals patterns for recognition that may support future scholarship on effective classroom practices for recognition.
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1002/sce.21732
