Understanding the history of how we studied our ocean in the past and how we study it now will help us develop approaches to make future oceanographic knowledge production more diverse, accessible, and inclusive. The motto of the UN Decade of Ocean Science for Sustainable Development (2021–2030) is, “The ocean we need for the future we want” (Singh et al., 2021). The Ocean Decade gives the ocean sciences community an opportunity to change the way it conducts research, to use ocean science to support sustainable development, and to energize the ocean sciences for future generations. With these goals in mind, we developed an introductory level, student-led graduate seminar that builds on the Ocean Decade framework. A research cruise involving seminar participants followed the seminar sessions. Here, we discuss how we conducted the seminar and highlight directions that are needed to energize future generations of ocean leaders and make ocean science more equitable, inclusive, and accessible.
Increasing representation of racially underrepresented groups and women in the ocean sciences has been a priority for the last few decades. The Ocean Science Educators’ Retreat (OSER) data set is perhaps the only long-standing data set specifically focused, with subdisciplinary granularity, on the US academic ocean science landscape. We examine its valuable data on graduate student and faculty demographics across racial and gender dimensions to understand trends in diversity of graduate students (recruitment and retention) and faculty in US institutions over a 15-year period (2007–2021). We also discuss potential COVID-19 signals and attention to social justice in these data, based on the last year of data collection (2020–2021). Finally, we make suggestions for future studies to build on these findings and the OSER data set. This paper highlights opportunities for further broadening diverse participation in ocean sciences, such as through greater emphasis on retention, and makes a case for the ocean science community to continue demographic data collection.
more » « less- Award ID(s):
- 2231647
- PAR ID:
- 10544032
- Publisher / Repository:
- The Oceanography Society
- Date Published:
- Journal Name:
- Oceanography
- Volume:
- 36
- Issue:
- 4
- ISSN:
- 1042-8275
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Less than 2% of graduate students and 1% of tenured faculty in Earth, atmospheric, and ocean sciences identify as Black or African-American. Discussions about diversifying ocean sciences are incomplete without acknowledging the distinctive challenges faced by Black women. We present new survey data on the dominant barriers to entry within the field, which can result from racism and discrimination, financial difficulties, and lack of accessibility. We also discuss mitigation strategies that can be employed, with the hope that the entire ocean science community can collaborate to foster a culture of inclusion. We cannot have a healthy ocean if we do not support everyone who wants to study it.
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As past and present nontraditional students, our group of authors experienced firsthand a range of hurdles in our pursuit of ocean science graduate studies. Some of us attended graduate school while working full time in our fields as a means to advance our careers. Others returned to graduate school to pursue a second career in a new field. Combining our experiences with broader demographic information (Wendler et al., 2010) led us to define nontraditional ocean science graduate students as any of the following: mid-career professionals pursuing graduate degrees for career advancement and those who are embarking on a second career, hold an undergraduate degree outside of STEM, are in their thirties or older, or are balancing school with work and/or family responsibilities. While we highlight these characteristics, we recognize that there are others who self-identify as nontraditional, such as those facing a serious medical condition or disability. We hope that by sharing ways to remove barriers to entry, retention, and advancement for nontraditional students, our field will become more inclusive, equitable, and diverse.
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The CUAHSI Virtual University is an interinstitutional graduate training framework that was developed to increase access to specialized hydrology courses for graduate students from participating US institutions. The program was designed to capitalize on the benefits of collaborative teaching, allowing students to differentiate their learning and access subject matter experts at multiple institutions, while enrolled in a single course at their home institution, through a framework of reciprocity. Although the CUAHSI Virtual University was developed prior to the COVID-19 pandemic, the resilience of its online education model to such disruptions to classroom teaching increases the urgency of understanding how effective such an approach is at achieving its goals and what challenges multi-institutional graduate training faces for sustainability and expansion within the water sciences or in other disciplines. To gain faculty perspectives on the program, we surveyed (1) water science graduate program faculty who had served as instructors in the program, (2) water science graduate program faculty who were aware of the program, but had not participated, and (3) departmental chairs of participating instructors. Our data show widespread agreement across respondent types that the program is positive for students, diversifying their educational opportunities and increasing access to subject matter experts. Concerns and factors limiting faculty involvement revolved around faculty workload and administrative barriers, including low enrollment at individual institutions. If these barriers can be surmounted, the CUAHSI Virtual University has the potential for wider participation within hydrology and adoption in other STEM disciplines.more » « less
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Abstract Background Depression is one of the top mental health concerns among biology graduate students and has contributed to the “graduate student mental health crisis” declared in 2018. Several prominent science outlets have called for interventions to improve graduate student mental health, yet it is unclear to what extent graduate students with depression discuss their mental health with others in their Ph.D. programs. While sharing one’s depression may be an integral step to seeking mental health support during graduate school, depression is considered to be a concealable stigmatized identity (CSI) and revealing one’s depression could result in loss of status or discrimination. As such, face negotiation theory, which describes a set of communicative behaviors that individuals use to regulate their social dignity, may help identify what factors influence graduate students’ decisions about whether to reveal their depression in graduate school. In this study, we interviewed 50 Ph.D. students with depression enrolled across 28 life sciences graduate programs across the United States. We examined (1) to what extent graduate students revealed their depression to faculty advisors, graduate students, and undergraduates in their research lab, (2) the reasons why they revealed or concealed their depression, and (3) the consequences and benefits they perceive are associated with revealing depression. We used a hybrid approach of deductive and inductive coding to analyze our data.
Results More than half (58%) of Ph.D. students revealed their depression to at least one faculty advisor, while 74% revealed to at least one graduate student. However, only 37% of graduate students revealed their depression to at least one undergraduate researcher. Graduate students’ decisions to reveal their depression to their peers were driven by positive mutual relationships, while their decisions to reveal to faculty were often based on maintaining dignity by performing preventative or corrective facework. Conversely, graduates performed supportive facework when interacting with undergraduate researchers by revealing their depression as a way to destigmatize struggling with mental health.
Conclusions Life sciences graduate students most commonly revealed their depression to other graduate students, and over half reported discussing depression with their faculty advisor. However, graduate students were reluctant to share their depression with undergraduate researchers. Power dynamics between graduate students and their advisors, their peers, and their undergraduate mentees influenced the reasons they chose to reveal or conceal their depression in each situation. This study provides insights into how to create more inclusive life science graduate programs where students can feel more comfortable discussing their mental health.
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.5670/oceanog.2024.134
