Applying an intersectionality lens to expand equity in the geosciences

Abstract

Geosciences remains one of the least diverse science disciplines. Recent efforts in the discipline have aimed to address leadership, organizational, and structural factors to increase engagement of diverse participants. As these efforts expand, it is important to recognize the interrelated roles of distinctive social identities in affecting opportunity structures to pursue geosciences. In particular, attending to groups who hold multiple marginalized identities is especially critical to advance equity. In this piece, we examine how intersectionality, a lens from the social sciences, can be employed conceptually and practically to broaden participation in geosciences, particularly among underrepresented groups such as women of color or others with multiple marginalized statuses. We first outline the key concepts constituting a lens of intersectionality and explain a specific model of intersectionality that incorporates multiple individual, cultural, and historical layers. Second, we examine extant research literature to explore how intersectionality might be applied in geoscience education. Third, we draw on geoscience education and more general science education research to explore how individual and intersecting identities, organizational dimensions, and cultural-historical factors, as integrated in this lens of intersectionality, can enhance understanding of students' lived experiences and historical conditions. We supplement this analysis with exemplars from our own empirical research on the culture of inclusion and exclusion in fieldwork. Finally, because intersectionality focuses on expanding life opportunities for historically marginalized groups, we conclude with recommendations on how researchers and practitioners can apply intersectionality to advance equity in geosciences. ARTICLE HISTORY

Counteracting Systemic Bias in the Lab, Field, and Classroom

“…One way geoscience educators can promote positive experiences is through intentional anti‐oppressive, intersectional course design, recognizing the interrelated ways that multiple social identities can impact opportunities (Núñez et al., 2020). For instance, instead of relying on textbook portrayals of white male geoscientists (Bush & Mattox, 2019), teachers can highlight contributions by scientists from marginalized backgrounds (Table 1).…”

In Australasia, gender is still on the agenda in geosciences

“…Given the funding limitations and challenges faced by the higher education sector worldwide at present, as well as the general decline in geoscience undergraduate enrolments (Cohen, 2018), it becomes not only a matter of social justice but an economic incentive to universities to improve their retention, success and completion rates through inclusive practise (Naylor and Mifsud, 2019).…”

“…In this study, we have concentrated on gender, in part due to the availability of data. We recommend future studies also focus on intersectionality (e.g., Núñez et al, 2020), for which there is limited data currently available.…”

Cultivating inclusive instructional and research environments in ecology and evolutionary science

“…Fieldwork comes in many forms, and having open and clear conversations about field conditions and expectations is key to successful and safe working conditions. In more formal educational contexts where classes have fieldwork components, you will likely be interacting with students who have varying levels of experience with fieldwork; some students may be regaling friends and classmates with stories from “last summer at field camp,” while others might feel uncertain about what the term “fieldwork” entails (Giles et al., 2020; Núñez et al., 2019). There might be similar discrepancies in experiences when hiring technicians or graduate students (Fournier & Bond, 2015).…”

“…The cost of gear is also a potential barrier to fieldwork and is often overlooked (Núñez et al., 2019). Unlike working in an office or laboratory setting, experiences that include fieldwork often require participants—students and employees alike—to provide at least some of their own gear; this can be in the form of attire (e.g., hiking boots, field pants), general supplies (e.g., water bottles, backpacks), more extensive gear (e.g., tents, sleeping bags) (Giles et al., 2020; Ham & Flood, 2009), or personal vehicles for transportation to field sites.…”