Search for: All records

Welcome to the online supplement to the special issue of Oceanography magazine on Building Diversity, Equity, and Inclusion in the Ocean Sciences. In this supplement, we present a series of one-page autobiographical sketches written by ocean scientists from diverse backgrounds. In these sketches we learn what the scientists do, the challenges they have faced, and what they find rewarding about their work. By including these personal journeys, the autobiographical sketches complement the many articles in the special issue that describe programs that focus on building diversity, equity, and inclusion in the ocean sciences and the lessons the leaders of those programs have learned as they have attempted to address structural and cultural obstacles encountered by underrepresented and marginalized scholars. 

Gender equity, providing for full participation of people of all genders in the oceanographic workforce, is an important goal for the continued success of the oceanographic enterprise. Here, we describe historical obstructions to gender equity; assess recent progress and the current status of gender equity in oceanography by examining quantitative measures of participation, achievement, and recognition; and review activities to improve gender equity. We find that women receive approximately half the oceanography PhDs in many parts of the world and are increasing in parity in earlier levels of academic employment. However, continued progress toward gender parity is needed, as reflected by metrics such as first-authored publications, funded grants, honors, and conference speaker invitations. Finally we make recommendations for the whole oceanographic community to continue to work together to create a culture where oceanographers of all genders can thrive, including eliminating harassment, reexamining selection and evaluation procedures, and removing structural inequities. 

In his inaugural “The Oceanography Classroom” column for Oceanography in 2000, Dean McManus noted: “A particular challenge for higher education is to include more members of underrepresented groups in the study of the ocean. Fifteen years from now, 40% of the traditional undergraduate-​​age population will consist of these underrepresented groups, but today the ocean sciences have the lowest participation by underrepresented groups of any science” (McManus, 2000). Why should we care about this lack of diversity in the ocean sciences? As a recent US National Science Foundation report puts it, “A diverse workforce provides the potential for innovation by leveraging different backgrounds, experiences, and points of view. Innovation and creativity, along with technical skills relying on expertise in science, technology, engineering, and mathematics (STEM), contribute to a robust STEM enterprise” (NSF, 2023a). To put it more succinctly, “diversity is not distinct from enhancing overall quality—it is integral to achieving it” (Gibbs, 2014). Having a diverse, inclusive, and equitable workforce is not only a valuable objective and moral imperative, it is essential for fulfilling future workforce needs.