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The Association for the Sciences of Limnology and Oceanography Multicultural Program (ASLOMP) began in 1990 as an effort to diversify participation in the aquatic sciences, with particular emphasis on increasing the number of BIPOC (Black, Indigenous, and people of color) in the field (Cuker, 2001, 2005, 2007). It was evident to anyone attending an ASLO meeting, or that of any other aquatic scientific society in the 1980s that BIPOC were essentially absent. The ranks of related academicians, agency workers, and students mirrored that absence of diversity. This was consistent with data gathered by the National Science Foundation (NSF) indicating that only 3% of doctorates earned in 1990 in the Earth, atmospheric, and ocean sciences were earned by underrepresented minorities (NSF, 1994). Acting on this information, the ASLO leadership constructed a program that would bring diverse students interested in the aquatic sciences to its annual meetings for special programming aimed at recruiting and retaining BIPOC in the aquatic and allied sciences and applied to NSF for funding. 

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. 

Self-contained underwater breathing apparatus (scuba) is an essential tool in some marine science fields. However, financial costs and racial disparities in swimming participation can be a barrier to entry for many aspiring marine scientists of color. Scientific diving programs could improve access to scientific diving training by offering training as part of their standard undergraduate curriculum and by maintaining a stock of scuba gear for use during courses. Similarly, the American Academy of Underwater Scientists (AAUS) could make training more accessible by re-envisioning components of the swim test and by building water safety skills into AAUS training—​all without compromising safety. Combined, these two actions would expand pathways for students of color to careers in marine science, adding much needed diversity to the field.