A Socio-ecological Imperative for Broadening Participation in Coastal and Estuarine Research and Management

Abstract

For most of the scientific disciplines associated with coastal and estuarine research, workforce representation does not match the demographics of communities we serve, especially for Black, Hispanic or Latino, and Indigenous peoples. This essay provides an overview of this inequity and identifies how a scientific society can catalyze representational, structural, and interactional diversity to achieve greater inclusion. Needed changes go beyond representational diversity and require an intentional commitment to build capacity through inclusivity and community engagement by supporting anti-racist policies and actions. We want to realize a sense of belonging on the part of scientists in society at large and enable research pursuits through a lens of social justice in service of coastal communities. Minimally, this framework offers an avenue for increased recruitment of individuals from more diverse racial and ethnic identities. More broadly, the mechanisms described here aim to create a culture in scientific societies in which social justice, driven by anti-racist actions, produces systemic change in how members of scientific societies approach, discuss, and address issues of inequity. We have written this essay for members of the coastal and marine science community who are interested in change. We aim to call in new voices, allies, and champions to this work.

Limnology and Oceanography Bulletin Volume 33 Number 1 February 2024 1‐43

“…Other scientific societies modeled diversity programs after ASLOMP. These include, the Ecological Society of America (Ecological Society of America (SEEDS), the Society of Wetland Scientists, Sigma Xi, and the Coastal and Estuarine and Research Federation (Harris et al 2021).…”

Limnology and Oceanography Bulletin Volume 33 Number 2 May 2024 1‐95

“…Coastal and shoreline communities in the United States tend to be more diverse in their ethnic and racial identities than non-coastal areas, and are also more likely to be described as socially vulnerable, overburdened, and underserved (Harris et al 2022). Our team works and does research on the Eastern Shore of Virginia (ESVA), a coastal community located on the Delmarva peninsula and separated from mainland VA by the Chesapeake Bay.…”

Geo-STEM Learning Ecosystems: A Social Science-based Approach to Broadening Participation in the Geosciences

“…As communities of practice that knit together place-based education and problem-based learning, GLE have the potential to transform geo-STEM fields by creating networks that connect novices to experts thereby broadening participation, improving literacy, creating identity, and spawning innovation (Harris et al, 2022). GLE emerge when a geoscience issue arises and people from the community collaborate with experts to address the issue.…”