HBCUs Broadening Participation in Geosciences (A Journey Through InTeGrate)

Archer, Reginald S.; Davis, Felicia; Ebanks, Sue C.; GraggIII, Richard D. Schulterbrandt

doi:10.1007/978-3-030-03273-9_17

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…Organizations can lead by requiring and disseminating best practices that make all programs safe for, and accessible to, everyone (ACTION #7). This requirement includes incorporating anti-racism into all spaces where geoscience happens 23 -in the field, in laboratories, virtually, at events and in classrooms-by encouraging the reevaluation of training requirements for learners and aspiring geoscientists, and invest in spaces like HBCUs (Historically Black Colleges and Universities) 24 , TCUs (Tribal Colleges and Universities), and HSIs (Hispanic Serving Institutions) 25 , that serve BIPOC and other marginalized geoscientists (ACTION #8). In this effort, scientific societies, DEI non-profit organizations, and funding agencies can individually, or in partnerships, leverage their influence to incentivize, encourage, and induce academic institutions, departments, research labs, and field stations and camps within their disciplines to adopt norms and practices that foster inclusion, collaboration with, and the safety of minoritized individuals.…”

Section: Essential Constructs For Effective Anti-racismmentioning

confidence: 99%

An actionable anti-racism plan for geoscience organizations

et al. 2021

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Geoscience organizations shape the discipline. They influence attitudes and expectations, set standards, and provide benefits to their members. Today, racism and discrimination limit the participation of, and promote hostility towards, members of minoritized groups within these critical geoscience spaces. This is particularly harmful for Black, Indigenous, and other people of color in geoscience and is further exacerbated along other axes of marginalization, including disability status and gender identity. Here we present a twenty-point anti-racism plan that organizations can implement to build an inclusive, equitable and accessible geoscience community. Enacting it will combat racism, discrimination, and the harassment of all members.

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Section: Essential Constructs For Effective Anti-racismmentioning

confidence: 99%

An actionable anti-racism plan for geoscience organizations

et al. 2021

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“…Sustainability leader and cofounder of the HBCU Green Fund, Felicia Davis, was one of three metro area women named "Atlanta Power Women" by award-winning actor Mark Ruffalo's (Incredible Hulk) ATL100 campaign. She co-authored a paper to discuss ways to increase the participation of HBCUs in the geosciences [27]. Ms. Davis started out collaborating with Drs.…”

Section: Hbcu Green Funds (Felecia Davis)mentioning

confidence: 99%

Navigating the Frontlines of Climate Change: Resilience and Perspectives of Climate Champions

Moses Okpodu,

J. Holmes

2023

Global Warming - A Concerning Component of Climate Change [Working Title]

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The frontline of climate change in the African diaspora has been championed by the efforts of women. Although visibility has been given to women on the continent, the heroic efforts of African American women have often been largely ignored. Just as in the developing world, women of color have disproportionally experienced the repercussions of the assaults of a changing climate—rising sea levels, changing weather patterns, and increasing pollution are threatening food security, increasing infant mortality, exacerbating poverty, and maternal death rates exposing other health inequalities. This chapter will explore the life’s work of three climate champions at Historically Black College or Universities (HBCUs) via teaching the next generation of climate activists. We use a conceptual framework that situates their work in three broad areas: (1) risk reduction and emergency preparedness; (2) curriculum, education, and health policy; and (3) outreach and environmental capacity. We will explore their stories, the political actions that have contributed to the lack of resource management, and their role in shaping women’s roles in addressing the impacts of climate change and environmental justice.

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“…Active learning (e.g., low stakes practice of skills and habits) reduces disproportionately high URM student failure rates in STEM disciplines (Freeman et al, 2014). The historically black colleges and universities geosciences working group has also identified a need to incorporate culturally (e.g., Pan-African) and societally relevant content that appeals to diverse students (Archer et al, 2019). More than 50% of URM STEM students surveyed rated working for social change as an "essential" or "very important" professional goal, significantly more than non-URM students (Garibay, 2015).…”

Section: Curriculum For Social Changementioning

confidence: 99%