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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. 

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. 

The National Oceanic and Atmospheric Administration (NOAA) Living Marine Resources Cooperative Science Center (LMRCSC) was established in 2001 as a multi-institutional collaborative program with the goal of preparing a diverse future STEM workforce in marine and fisheries sciences. Using best practices for recruiting, mentoring, and training students, the Center has had a significant impact on the number of individuals from underrepresented groups earning degrees in NOAA-related sciences. From 2001 to 2022, the LMRCSC recruited and trained 1,092 students (516 BS, 241 MS, 89 PhD, and 246 non-degree students), and graduated 630 (401 BS/BA, 173 MS/MA, 56 PhD) students. About 77% of the graduates belong to underrepresented groups. Of the LMRCSC graduates, 41 work for NOAA or NOAA contractors. Since 2016, 67 graduate students have taken part in internships at NOAA Laboratories across the United States. Institutional capacities built using NOAA funds have enabled Historically Black Colleges and Universities collaborating with the Center to leverage funds to develop several programs, including a National Science Foundation Research Experiences for Undergraduates site in marine and estuarine science. The NOAA LMRCSC has become a model collaborative educational partnership that should be replicated elsewhere to enhance diversity in STEM disciplines, particularly the geosciences. 

Abstract In the South Atlantic Bight (SAB), responses of zooplankton communities to physical dynamics were evaluated monthly at two sites on the continental shelf offshore from Savannah, GA, USA, between December 2015 and December 2017. Zooplankton were collected in oblique net tows (202-μm). Samples were collected in two regions of the middle shelf: inner edge (Site 1: 25 m isobath, n = 22) and outer edge (Site 2: 40 m isobath, n = 21). Samples were also collected at a third site on the 40 m isobath, ~20 nm south of Site 2 in July and August 2016. Temperature, salinity and fluorescence data were recorded at each site. Overall, 57 taxa were identified with total abundances varying from 1 × 103 to 81 × 103 ind.m−3. Small copepods predominated; notably Paracalanus spp. The highest abundance was recorded in October 2016 at Site 1, following deep mixing induced by Hurricane Matthew. Interannual variability of zooplankton abundance was significant, with higher abundances in 2016 compared with 2017, reflecting higher river runoff in 2016. Samples from Site 3 yielded the largest Dolioletta gegenbauri bloom documented in the SAB. This 2-year time-series, for the first time, suggests that zooplankton communities on the SAB middle shelf region are significantly influenced by continental precipitation patterns.