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Diversity in ocean sciences lags far behind US demographics. A substantial body of research highlights barriers that limit the participation and success of students from underrepresented minoritized (URM) and other marginalized groups in STEM disciplines, and a wealth of studies highlight successful interventions that improve the persistence of these groups in STEM higher education. Despite this knowledge, over the past four decades, ocean sciences has made limited progress in growing diversity within its workforce, suggesting new strategies are needed. Undergraduate research experiences are a pivotal pathway toward graduate education and future careers in ocean sciences, but they are plagued by many issues that limit the participation and success of persons from URM and other marginalized backgrounds. Here we summarize obstacles that limit participation of diverse populations in ocean sciences and highlight successful strategies for overcoming these obstacles. By re-envisioning how we approach undergraduate research experiences and bringing intentionality to the recruitment of students and the training environments that they experience, we can more effectively grow diversity in ocean sciences and unleash the power of diversity to address the pressing local and global problems facing marine ecosystems.

 

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.

 

Kelp forests are complex underwater habitats that form the foundation of many nearshore marine environments and provide valuable services for coastal communities. Despite their ecological and economic importance, increasingly severe stressors have resulted in declines in kelp abundance in many regions over the past few decades, including the North Coast of California, USA. Given the significant and sustained loss of kelp in this region, management intervention is likely a necessary tool to reset the ecosystem and geospatial data on kelp dynamics are needed to strategically implement restoration projects. Because canopy‐forming kelp forests are distinguishable in aerial imagery, remote sensing is an important tool for documenting changes in canopy area and abundance to meet these data needs. We used small unoccupied aerial vehicles (UAVs) to survey emergent kelp canopy in priority sites along the North Coast in 2019 and 2020 to fill a key data gap for kelp restoration practitioners working at local scales. With over 4,300 hectares surveyed between 2019 and 2020, these surveys represent the two largest marine resource‐focused UAV surveys conducted in California to our knowledge. We present remote sensing methods using UAVs and a repeatable workflow for conducting consistent surveys, creating orthomosaics, georeferencing data, classifying emergent kelp and creating kelp canopy maps that can be used to assess trends in kelp canopy dynamics over space and time. We illustrate the impacts of spatial resolution on emergent kelp canopy classification between different sensors to help practitioners decide which data stream to select when asking restoration and management questions at varying spatial scales. Our results suggest that high spatial resolution data of emergent kelp canopy from UAVs have the potential to advance strategic kelp restoration and adaptive management.

 

Geoscience is plagued with structural and systemic barriers that prevent people of historically excluded groups from fully participating in, contributing to, and accruing the benefits of geosciences. A change in the culture of our learning and working environments is required to dismantle barriers and promote belonging, accessibility, justice, equity, diversity, and inclusion in our field. Inspired by a session organized at the 2020 Ocean Sciences Meeting, the goal of this paper is to provide a consolidated summary of a few innovative and broadening participation initiatives that are being led by various stakeholders in academia (e.g., students, faculty, administrative leaders) at different institutional levels (e.g., universities, professional societies). The authors hope that the strategies outlined in this paper will inspire the coastal, ocean, and marine science community to take individual and collective actions that lead to a positive culture change. 

Limitations on summer research internships imposed by the pandemic are impeding students’ engagement in geoscience education and preparation for careers. The community is acting quickly to adapt.