Abstract:Longitudinal mixed-methods examination of two consecutive field-based environmental biology research apprenticeship programs for precollege youth indicates that the two-stage apprenticeship structure influenced social cognitive career variables necessary for persistence in pursuit of an environmental research career pathway.
“…The need to make the environmental workforce match the increasingly diverse demographics of human communities has prompted research inquiry on what factors specifically affect URM students' career choices in environmental science fields. For environmental careers, elements influencing URM engagement include many different factors such as family support (Armstrong et al 2007), participation in guided experiences in nature appreciation (whether in urban or more natural field sites; Aloisio et al 2018), exposure to careers in ecology (Morales et al 2020), connecting environmental study in some way to interests in solving local and global community problems that affect minorities (Bowser et al 2020), and field research experiences as high school or college students in any type of environmental setting (Flowers et al 2016, Burrow 2018, O'Connell et al 2018, Beltran et al 2020. All of these experiences can lead URM students into further study of the environment.…”
Section: Introductionmentioning
confidence: 99%
“… 2020 ), and field research experiences as high school or college students in any type of environmental setting (Flowers et al. 2016 , Burrow 2018 , O'Connell et al. 2018 , Beltran et al.…”
How do students discover ecology? Answering this question is essential for diversifying the environmental workforce because scientific disciplines, such as ecology, are often not discovered until students enter academia and are exposed to different disciplinary options. Ecology, and many of the environmental sciences, have persistent and alarmingly low numbers of underrepresented minorities (URM; African American, Hispanic American, Native American, and Pacific Islanders), while other science and technology fields have shown progress in diversification. Why does such underrepresentation persist in environmental disciplines? Social factors such as sense of belonging, science identity, implicit biases, and stereotypes all have been explored and are known to influence the participation of URM students in science. The unique role of the field experience in environmental sciences as a "rite of passage" and "authentic" research experience is one important influence on how URM students experience ecology. Interventions using social elements such as belonging and sense of place are demonstrated ways to broaden participation particularly in environmental science fields, yet dramatic underrepresentation still persists. Here we review known factors affecting and enhancing the recruitment and retention of URMs in the sciences and focus on comprehensive strategies shown to be effective recruiting URM students into the environmental workforce.
“…The need to make the environmental workforce match the increasingly diverse demographics of human communities has prompted research inquiry on what factors specifically affect URM students' career choices in environmental science fields. For environmental careers, elements influencing URM engagement include many different factors such as family support (Armstrong et al 2007), participation in guided experiences in nature appreciation (whether in urban or more natural field sites; Aloisio et al 2018), exposure to careers in ecology (Morales et al 2020), connecting environmental study in some way to interests in solving local and global community problems that affect minorities (Bowser et al 2020), and field research experiences as high school or college students in any type of environmental setting (Flowers et al 2016, Burrow 2018, O'Connell et al 2018, Beltran et al 2020. All of these experiences can lead URM students into further study of the environment.…”
Section: Introductionmentioning
confidence: 99%
“… 2020 ), and field research experiences as high school or college students in any type of environmental setting (Flowers et al. 2016 , Burrow 2018 , O'Connell et al. 2018 , Beltran et al.…”
How do students discover ecology? Answering this question is essential for diversifying the environmental workforce because scientific disciplines, such as ecology, are often not discovered until students enter academia and are exposed to different disciplinary options. Ecology, and many of the environmental sciences, have persistent and alarmingly low numbers of underrepresented minorities (URM; African American, Hispanic American, Native American, and Pacific Islanders), while other science and technology fields have shown progress in diversification. Why does such underrepresentation persist in environmental disciplines? Social factors such as sense of belonging, science identity, implicit biases, and stereotypes all have been explored and are known to influence the participation of URM students in science. The unique role of the field experience in environmental sciences as a "rite of passage" and "authentic" research experience is one important influence on how URM students experience ecology. Interventions using social elements such as belonging and sense of place are demonstrated ways to broaden participation particularly in environmental science fields, yet dramatic underrepresentation still persists. Here we review known factors affecting and enhancing the recruitment and retention of URMs in the sciences and focus on comprehensive strategies shown to be effective recruiting URM students into the environmental workforce.
“…Flowers et al [23] presented a study examining two consecutive dual-staged career exploration apprenticeship models designed to convey real-world practices and connections to a research career. The initial model offered introductory field-skills training to the 10th and 11th-grade students to engage in scientific exploration at a nature reserve.…”
High school research experience programs (HSREPs) provide opportunities for true science education and expose students to scientific investigations in laboratory settings. Various HSREPs models have been practiced to shape students’ research understandings; however, a systematic comparison of the success, challenges, and opportunities of these HSREPs has not been gauged. This article compares the effectiveness of such science, technology, engineering, and mathematics (STEM) based HSREP models reported in the last two decades. We shortlisted seventeen studies on the most effective HSREPs and identified the characteristics of these reports. Results show that student research experiences vary depending on the structure of the model used and the nature of the laboratory setting to which students are exposed. However, there is a dire need to integrate more collaborative and customized research practices to accommodate more students in HSREPs. Additionally, intensive support, mentoring, and coaching are essential to provide students a comprehensive understanding to excel in their research career pathway. Finally, there is a desperate need for further studies to develop the frameworks that can help the smooth transition of high school students into research-oriented university programs.
“…TERFers come to identify with scientists and find role models and friends to stay in contact with for support as they enter college. Both SIFT and TERF appear to influence decision making about college majors and open the door for these youth to pursue additional research experiences as they proceed on to college (Flowers et al ). Before going into SIFT, I was unsure about what I wanted to study in college but after going through SIFT it showed me that I had more options than I thought I had.…”
. Engaging pre-college youth in authentic fi eld research experiences is important for supporting entrance of young people into the environmental sciences. Here, we describe a model and outcomes for integration of career exploration programs into the research and restoration imperatives of a university fi eld station and a nature reserve. A progression of two partnered programs provide St. Louis area pre-college youth with fi eld skills and then the opportunity to apply those skills in assistance to scientists on current research projects. The model provides for early entry into the ecological research career pathway for the youth and creates benefi cial connection of professional activities to broader impacts outreach for the scientists. Importantly, the model differs from many other ecology outreach efforts because the youth programs are integrated into research rather than operating as separate outreach programs.With continued population growth and expansion of urban and suburban areas in the United States, we have a pressing need to train scientists interested in studying our rapidly changing natural environment. As we begin to address the necessity for a diversity of scientists to study growing impacts on ecosystems, it is important to recognize that most efforts to infl uence entry into environmental biology and ecology research are targeted at the undergraduate level. For example, the SEEDS program, ESA ' s signature effort to promote entry into and affect diversity within the ecology profession, is focused primarily on undergraduates. The successful efforts in undergraduatefocused programs are incredibly valuable, but efforts should also be made to infl uence entry into
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