Racial and ethnic differences in the students’ readiness, identity, perceptions of institutional diversity, and desire to join the environmental workforce

Abstract

There is strong evidence that minority students are interested in environmental careers despite data showing that the percentage of people of color currently employed in environmental organizations is low. This study explores this conundrum by examining five factors that are related to workforce diversity. It assesses the racial and ethnic differences in (a) academic preparation for environmental work, (b) environmental identity, (c) the extent to which students are interested in pursuing careers in the environmental field, (d) the factors that influence students when deciding whether to accept environmental jobs, and (e) students' salary expectations. This study analyzes data from 157 students-46 Whites, 43 Blacks, and 68 other racial minorities. Data was collected from students participating in science, technology, engineering, and math programs hosted by at a large public university, a mid-sized private university, and a historically Black university. The data, collected from May to June 2016, revealed that minority and White students have similar grades, are taking a similar range of courses, and are members of campus environmental clubs. Students were more likely to describe themselves as an environmentalist rather than as a conservationist. The study also found that minority students are most comfortable working in organizations that promise jobs with upward mobility, leadership opportunities, and incorporate diversity activities in their programming. Though minority students tended to have salary expectations that were higher than that of White students, the differences were insignificant. Moreover, the mean salary that students would accept to work in environmental organizations is compatible with what is currently being paid in the field.

Moving Toward Inclusion: Participant Responses to the Inclusive SciComm Symposium

“…These responses corroborate existing research literature. Regarding barriers caused by presence included existing organizational structures in research and the academy (Chilvers, 2012); siloing of research and information (Falk et al, 2011;Chilvers, 2012;National Science Foundation, 2018); inherent, unconscious, and implicit biases (Christidou, 2011;Taylor, 2014); white communicators not sharing leadership spaces with non-white communicators (Taylor, 2014(Taylor, , 2018; and laziness, stubbornness, or resistance toward inclusion efforts which result in fatigue for those doing inclusive science communication and public engagement (DiAngelo, 2012;Feinstein and Meshoulam, 2014;Bang et al, 2018).…”

Science Communication Demands a Critical Approach That Centers Inclusion, Equity, and Intersectionality

“…As a result of science communicators' cultural and epistemological tunnel vision, their efforts tend to benefit specific (e.g., affluent, college-educated, non-disabled) audiences (Ash and Lombana, 2013;Dawson, 2014c;Medin and Bang, 2014;Taylor, 2018). ISC aims to address the shortcomings in how researchers and communicators define and engage public audiences in STEMM topics, particularly tackling the deficit approach to science communication (Nisbet and Scheufele, 2009;Smallman, 2016).…”

Enhancing racial diversity in the Association for Environmental Studies and Sciences

“…Is the lack of students and faculty of color at AESS just a pipeline problem that reflects lack of people of people of color in environmental pathways? Leaders of environmental organizations and faculty and administrators in environmental departments often explain lack of racial diversity in their institutions and academic units as a function of disinterest on the part of students of color, and lack of knowledge of and awareness about environmental issues among ethnic and racial minorities (Taylor, 2018b;2014;2007).…”

“…My research also finds that students of color are taking ESS courses and have grade point averages that are similar to their White counterparts. Table 3 shows that 44.2% of Black and 45.5% of other minority students had taken environmental science courses; additionally, 34.9% of Black and 28.8% of other minority students have taken environmental studies courses (Taylor, 2018b).…”

“…Not only are ethnic minority students preparing themselves academically for ESS careers, they want jobs in the field. Since the 1990s, high percentages of students of color have consistently reported that they want to work in federal environmental agencies and environmental nonprofits-these include organizations in which outdoor work would be expected and in jobs that are in ESS-related fields (Taylor, 2018b;2007). Currently racial and ethnic minorities constitute about 29% of the STEM workforce and about 38% of the US population (Landivar, 2013;U.S.…”