No progress on diversity in 40 years

Bernard, Rachel E.; Cooperdock, Emily H. G.

doi:10.1038/s41561-018-0116-6

Cited by 338 publications

(297 citation statements)

References 7 publications

(2 reference statements)

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“…Other research has suggested that ethnic diversity can be associated with positive effects on work produced, so our results are somewhat surprising (AlShebli et al, 2018; Cox et al, 1991; Freeman & Huang, 2015; McLeod et al, 1996). However, we know that racial/ethnic exclusion is particularly apparent in the geosciences (Bernard & Cooperdock, 2018; Dutt, 2019; Ford et al, 2019). Even in other fields of science, racial and ethnic disparities persist even when accounting for educational background, publication history, institutional, and other factors (Ginther et al, 2011, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Overall, our data show that gender and international diversity can positively impact science. We believe that scientific outcomes of racial/ethnic diversity within teams reflects a culture lacking inclusivity (Bernard & Cooperdock, 2018; Dutt, 2019). Thus, these results provide an incentive for researchers to not only develop diverse author and research teams but also to consider the equitable and inclusive practices driving successful team dynamics.…”

Section: Discussionmentioning

confidence: 99%

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Association Between Author Diversity and Acceptance Rates and Citations in Peer‐Reviewed Earth Science Manuscripts

Lerback

Hanson

Wooden

2020

Earth and Space Science

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The scientific community is becoming more demographically diverse, and team science is becoming more common. Here, we compare metrics of success in academic research, acceptance rates, and citations, among/across differing team compositions regarding demographic diversity. We collected the final decisions and citations as of 2019 of 91,427 manuscripts submitted from 2012-2018 to journals published by the American Geophysical Union. We matched the authors by email on each manuscript to self-provided demographic information within the American Geophysical Union's membership database. This resulted in 20,940 manuscripts matched to nation, gender, and career stage, and 6,015 manuscripts matched to race/ethnicity for manuscripts in which the entire authorship team was affiliated with the United States. Among similar sized authorship teams (teams of two to four), acceptance rates were 2.7, 4.5, and 0.9% higher (p nation < 0.01, p gender < 0.05, p career stage = 0.51) with more than one nation, gender, and career stage, respectively, than nondiverse authorship teams. Diverse papers had 1.2 more citations for international teams than single-nation teams (p nation < 0.01). There were 0.4 and 1.0 fewer citations for authorship teams with more than one gender or career stage than manuscripts with one gender or career stage (p gender = 0.21, p career stage = 0.36). Racially/ethnically diverse teams were associated with 5.5% lower acceptance rates (p < 0.01) and 0.8 fewer citations (p = 0.15) than racially/ethnically homogenous teams. Although not every difference is statistically significant, the overall results are consistent with the notion that diversity can benefit science, but equitable practices and inclusive cultures must also be fostered. Plain Language SummaryThis manuscript uses publication data from a large disciplinary scientific publisher, combined with self-reported demographic information, to understand team diversity as related to scientific outcomes. Acceptance rates and citations are used here to measure the quality of science and impact of a study on the scientific community. We find that in the case of nation, gender, and age diversity, demographically mixed teams have better outcomes. When U.S. author teams have multiracial/multiethnic teams, these scientific outcomes are lower than single-race/ethnicity teams. This is important to reinforce that diversity has the capacity to better science, but also, critically, diversity must be understood within other social contexts regarding opportunity, networks, and resource distribution.We compare each type of demographic diversity to the scientific "quality" of team manuscript submissions to peer-reviewed journals to assess whether/the degree that diversity impacts science. The "quality" of

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Association Between Author Diversity and Acceptance Rates and Citations in Peer‐Reviewed Earth Science Manuscripts

Lerback

Hanson

Wooden

2020

Earth and Space Science

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“…In considering the roles of various social identities, geosciences continues to be among the least diverse STEM fields with regard to gender, and the least diverse with regard to racial/ethnic representation (Holmes, O'Connell, Frey, & Ongley, 2008). In the past 40 years, the representation of women in the discipline has increased, but the racial/ethnic representation has not shifted (Bernard & Cooperdock, 2018). Women make up four out of ten bachelor's degrees recipients in geosciences, compared to over half (55%) of bachelor's degree earners in all science fields (NSF, 2017), and just 20% of tenure-line faculty in 106 top-ranked geoscience programs in the U.S (Glass, 2015).…”

Section: Level 1: Social Identitiesmentioning

confidence: 99%

Applying an intersectionality lens to expand equity in the geosciences

Núñez

Rivera

Hallmark

2019

Journal of Geoscience Education

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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

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“…Within the AGU, women accounted for 44% of student members, 27% of midcareer members, 15% of experienced members, and 7% of retired members in 2018 (personal communication with the AGU Membership Office, December 10, 2018). However, there has been some progress in closing the gender gap in recent years (Bernard & Cooperdock, ): Within the U.S. geoscience workforce, the proportion of female PhD recipients increased from 23% to 40%, and the proportion of female full professors increased from 5% to 14% between 1996 and 2015 (Figure ). Nonetheless, the geosciences continue to leak women as academic level increases (Holmes et al, ) and gender balance at the faculty level is yet to be achieved (Bernard & Cooperdock, ).…”

Section: Introductionmentioning

confidence: 99%

A Global Survey on the Perceptions and Impacts of Gender Inequality in the Earth and Space Sciences

Popp

Lutz

Emmerik

et al. 2019

Earth and Space Science

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The leaky pipeline phenomenon refers to the disproportionate decline of female scientists at higher academic career levels and is a major problem in the natural sciences. Identifying the underlying causes is challenging, and thus, solving the problem remains difficult. To better understand the reasons for the leaky pipeline, we assess the perceptions and impacts of gender bias and imbalance—two major drivers of the leakage—at different academic career levels with an anonymous survey in geoscience academia (n=1,220). The survey results show that both genders view male geoscientists as substantially more gender biased than female scientists. Moreover, female geoscientists are more than twice as likely to experience negative gender bias at their workplaces and scientific organizations compared to male geoscientists. There are also pronounced gender differences regarding (i) the relevance of role models, (ii) family‐friendly working conditions, and (iii) the approval of gender quotas for academic positions. Given the male dominance in senior career levels, our results emphasize that those feeling less impacted by the negative consequences of gender bias and imbalance are the ones in position to tackle the problem. We thus call for actions to better address gender biases and to ensure a balanced gender representation at decision‐making levels to ultimately retain more women in geoscience academia.

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No progress on diversity in 40 years

Cited by 338 publications

References 7 publications

Association Between Author Diversity and Acceptance Rates and Citations in Peer‐Reviewed Earth Science Manuscripts

Association Between Author Diversity and Acceptance Rates and Citations in Peer‐Reviewed Earth Science Manuscripts

Applying an intersectionality lens to expand equity in the geosciences

A Global Survey on the Perceptions and Impacts of Gender Inequality in the Earth and Space Sciences

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