An Inclusive Ecology
In order to produce the best science possible, the LTER Network needs to draw on a diverse pool of talented investigators with a variety of perspectives—and share our work with a broad range of individuals and communities. Each individual LTER site faces unique challenges and opportunities in building the strengths, skills, and relationships needed to create a fully inclusive learning and work environment.
In collaboration with the LTER Diversity Committee, the LTER Network Office is developing resources to support sites in becoming more broadly welcoming and inclusive and encouraging every participant to contribute at the highest level.
Links to key resources are broadly categorized below. Please make use of them freely and let us know your experience with them. If you have additional resources to share, please contact the LTER Network Office or the LTER Network Diversity Committee.
- What does it take to make an institution more diverse? (Nature, 6 June 2018)
- American Association of Universities 2017 Report: Progress Toward Achieving Systemic Change
- Clearing the air: the effect of experimenter race on target’s test performance and subjective experience
- Importance of female role models
- Mental health in the field (Nature Geoscience volume 11, pages 618–620 (2018) )
- Small Pond Science: Recruitment without inclusion is futile—and maybe even counterproductive
- Decolonizing Science (Chanda Prescod-Weinstein, 25 April, 2015)
Developing a specific strategy for improving inclusion of underrepresented groups can be helpful in building community consensus and support and in identifying the resources that are most relevant at each site. The plans linked below may serve as helpful models. As additional sites develop plans, they will be added to the list.
- LTER Network Office (2016)
- Diversity Working Group Report (2012 ASM)
- Georgia Coastal Ecosystems (2012)
- Virginia Coast Reserve (2014)
- Baltimore Ecosystem Study (2018)
- Central Arizona-Phoenix LTER Diversity and Inclusion Plan (2018)
- Moorea Coral Reef LTER (coming soon)
Informal Science (formerly the Center for the Advancement of Informal Science Education) has released a new toolkit: Broadening Perspectives on Broadening Participation in STEM. Key practice briefs, such as these on Cultural Norms of STEM and Modeling Workplace Inclusion serve as discussion-starters for identifying the issues and solutions for each site.
The ADVANCEGeo project has compiled a a terrific set of resources to help in creating a climate of inclusion and tools for addressing problems when they occasionally arise. Visit the ADVANCEGeo resource page to learn more.
Diverse teams incorporate different perspectives, promote healthy debate, and balance biases between team members. Research supports the idea that team collaboration is improved when women participate in a group. The phenomenon of diverse groups outperforming groups with similar constituents also seems to hold true for other types of identity diversity (i.e. race or culture) as well as functional diversity (i.e. diversity in how people solve problems). Emotional intelligence between group members can also improve group performance.
- Gender-heterogeneous working groups produce higher quality science
- Groups of diverse problem solvers can outperform groups of high-ability problem solvers
- Why are some groups smarter than others?
- Research team performance
A variety of programs exist to increase participation of underrepresented groups in STEM fields in general and specifically in ecology and conservation science. Local chapters of these organizations may be interested in partnering in education and engagement activities. National alumni networks can be helpful in recruiting students, staff, faculty, and collaborators.
Disability in Geosciences
Resources for help in fully including people with disabilities are still limited in the GeoSciences, but one good place to start is the International Association for Geoscience Diversity, which maintains discussion fora for scientists and aspiring scientists coping with a wide variety of challenges.
They also run an accessible geology field trip each summer in association with the Geological Society of America annual meeting.
The Nature Conservancy: Leaders in Environmental Action for the Future. The LEAF program provides paid summer internships for high school students and helps educators from environmental high schools share best practices and scientific resources.
National Council for Science and the Environment: EnvironMentors. EnvironMentors is NCSE’s youth mentoring and college preparation program for underrepresented high school students across the country.
Ecological Society of America: SEEDS. SEEDS’ mission is to diversify and advance the ecology profession through opportunities that stimulate and nurture the interest of underrepresented students to participate, and to lead in ecology.
Doris Duke Foundation: Doris Duke Conservation Scholars Program. DDCSP works to increase the number of undergraduate students from underrepresented groups who choose to pursue coursework and careers in conservation.
Graduate and Beyond
American Museum of Natural History’s Enhancing Diversity in Conservation Science Initiative. The Center for Biodiversity and Conservation at the American Museum of Natural History works to build bridges with faculty at minority-serving institutions and promote student diversity in conservation-related fields.
Diversify Ecology and Evolutionary Biology seeks to identify ecologists and evolutionary biologists who are women and/or from a group traditionally underrepresented in the sciences (e.g., those from racial or ethnic minorities, those with disabilities, people who identify as LGBTQIA). The group’s goal is to help people identify scientists who might diversify seminar series, award nominees, etc. A companion list at diversify EEB grads focuses on PhD students.
Building a fair and inclusive work environment encompasses far more than recruiting from underrepresented groups. Effective mentoring improves the learning, performance, and professional growth experience for everyone, by clarifying expectations and opportunities. First generation academics—from all backgrounds—may benefit most from good mentoring, but researchers instituting these practices have also seen better relationships and productivity for all their trainees.
The Entering Mentoring curriculum, developed by The Wisconsin Program For Scientific Teaching, is available free, from the web site of the Howard Hughes Medical Institute or as a printed book.
- Entering Mentoring. Pfund, C., J.L Branchaw, and J. Handelsman. 2014. W.H. Freeman Publishers, New York, NY, USA.
- Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers. Pfund, C., KC Spencer, P Asquith, SC House, S Miller, and CA Sorkness. 2015.CBE Life Sciences Education, 14(2), ar24.
- A companion guide, Entering Research, tackles related issues from a student’s perspective.
Addressing unconscious bias is an important step in creating an environment that is welcoming to and accepting of a diverse group of individuals. By becoming aware of your own implicit bias, you are in a better position to ensure your biases don’t unintentionally impact the work environment. It is important to note that these implicit biases are held by both males and females and so need to be addressed by all members of the scientific community.
- Data Illuminate a Mountain of Molehills Facing Women Scientists
- Getting to grips with unconscious bias
- Ideas for incorporating diversity
- Test your unconscious bias here
- But What Can I Do?
Everyone can benefit from opportunities to acquire and exercise new skills, contribute to the scientific community, expand their professional networks, and increase their visibility. Such opportunities are especially important in the advancement and retention of women and minorities. The organizations below offer peer-mentoring and leadership development opportunities that are especially focused on the needs of specific groups.
Society for Advancing Chicanos/Hispanics and Native Americans in Science (SACNAS) offers several intensive leadership development programs, regional conferences, networking events at national conferences, and position posting.
The Earth Science Women’s Network (ESWN) is an international peer-mentoring network of women in the Earth Sciences, many of whom are in the early stages of their careers. They promote career development, build community, provide opportunities for informal mentoring and support, and facilitate professional collaborations.
Step up to Leadership for Mid-Career Growth. This article from the Nature Careers section provides some hard-earned advice for mid-career scientists with big aspirations.
Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES) is a comprehensive effort to enhance U.S. leadership in science and engineering discovery and innovation by proactively seeking and effectively developing science, technology, engineering and mathematics (STEM) talent from all sectors and groups in our society.