Cultivating inclusive instructional and research environments in ecology and evolutionary science

Abstract

As we strive to lift up a diversity of voices in science, it is important for ecologists, evolutionary scientists, and educators to foster inclusive environments in their research and teaching. Academics in science often lack exposure to research on best practices in diversity, equity, and inclusion and may not know where to start to make scientific environments more welcoming and inclusive. We propose that by approaching research and teaching with empathy, flexibility, and a growth mind‐set, scientists can be more supportive and inclusive of their colleagues and students. This paper provides guidance, explores strategies, and directs scientists to resources to better cultivate an inclusive environment in three common settings: the classroom, the research laboratory, and the field. As ecologists and evolutionary scientists, we have an opportunity to adapt our teaching and research practices in order to foster an inclusive educational ecosystem for students and colleagues alike.

You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience

“…• Transparency, open-mindedness, compassion, and a growth mindset nurture a trusting relationship based on respect where the student can bring their full self-not assimilate or hide their identities (Nocco et al, 2021;Emery et al, 2020;Montgomery, 2018).…”

“…• PIs should familiarize themselves with best hiring practices, including advertisement language, avoiding implicit biases, and being flexible with prerequisites-look for evidence the student has key traits like motivation and curiosity. Avoid using arbitrary test scores or grade cutoffs for selection (Emery et al, 2020). A lack of prior experience with or appropriate gear for field activities should not exclude students from URE selection.…”

“…"), and instead ask them what they like to do in the winter time. Another example of an everyday inclusive practice is learning to say people's names correctly and using preferred pronouns (Emery et al, 2020).…”

“…We cannot speak for all the dimensions of diversity, but in writing this paper, all co-authors "strive to be accomplices, co-conspirators, and allies to and with marginalized and underserved groups in science through meaningful action to promote inclusivity" (Emery et al, 2020). More specifically, we aim for undergraduate readers of all identities to feel welcome in ecology and be well-informed and better prepared for a successful URE.…”

“…Ideally, URE students develop the ability to interpret their data and generate new research questions; however, a barrier to attainment is the length of time it takes for students to catch up to the culture of scientific practices (Linn et al, 2015). Many publications describe strategies for how mentors can make their laboratory culture and UREs more equitable and inclusive, for example, Nocco et al (2021), Dodson et al (2009), Montgomery (2017), Montgomery (2018), Puniwai-Ganoot et al (2018), Demery and Pipkin (2020), Emery et al (2019), and Emery et al (2020).…”