The Geoscience Pipeline: A Conceptual Framework

Levine, Roger; González, Raquel Fernández; Cole, Susan; Fuhrman, Miriam; Floch, Kerstin Carlson Le

doi:10.5408/1089-9995-55.6.458

Cited by 95 publications

(34 citation statements)

References 23 publications

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“…Although a relatively junior female geoscientific workforce may be interpreted as reflecting an increasing interest from females in geoscience careers, a significant body of research has repeatedly demonstrated that increased participation at the graduate level has not translated into proportionate representation in senior positions in STEM fields (Alper 1993;Griffith 2010;Glass 2015). This decreasing representation of women at higher career stages is prevalent in geoscience (Nentwich 2010;Glass 2015;Thornbush 2016) and STEM fields more broadly (e.g., Huntoon and Lane 2007;Levine et al 2007). This pattern has been described as a "leaky pipeline" (Alper 1993;) wherein women for various reasons opt out of the typical academic career pathway, leading to fewer women at highest ranks in the academy.…”

Section: Who Attended? a Demographic Breakdown Of Conference Registramentioning

confidence: 99%

Diversity in geoscience: Participation, behaviour, and the division of scientific labour at a Canadian geoscience conference

King

MacKenzie

Tadaki

et al. 2018

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Effective policies promoting diversity in geoscience require understanding of how the values and practices of the community support the inclusion of different social groups. As sites of knowledge exchange and professional development, academic conferences are important culturing institutions that can alleviate or reproduce barriers to diversity in geoscience. This study examines diversity at a 2017 geoscience conference, the joint Canadian Geophysical Union and Canadian Society of Agricultural and Forest Meteorology annual meeting, through observation of participation, presentation content, and behaviour in conference sessions. Across 256 observed presentations, women constituted 28% of speakers, whereas women of colour made up only 5%. Participation rates differed between disciplinary sections, with the most populous sessions (Hydrology and Earth Surface) having the lowest percentage of women. Examination of presentation content reveals that the methods and scholarly contributions of both women and people of colour differed from the majority, suggesting an intellectual division of labour in geoscience. Examination of audience behaviours between presenters reveals how a "chilly climate" can be experienced by women and other marginalized demographics in conferences. We argue that there is more to be done than simply increasing numbers of women or other minorities in geoscientific spaces, and we suggest pathways to making geoscience a more inclusive and democratic pursuit.

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Section: Who Attended? a Demographic Breakdown Of Conference Registramentioning

confidence: 99%

Diversity in geoscience: Participation, behaviour, and the division of scientific labour at a Canadian geoscience conference

King

MacKenzie

Tadaki

et al. 2018

FACETS

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“…Although research in the area of student affect is relatively sparse (1985–2016), there were also few studies about minorities and recruitment (Supporting Information, Figure S2c). About half of them characterize the factors that lead URMs and/or non‐URMs to choose a geoscience major or not (Levine, Gonzmissent>/missent>lez, Cole, Fuhrman, & Le Floch, ). The remaining articles describe interventions aimed at recruiting and/or retaining students in geoscience (April, ).…”

Section: Resultsmentioning

confidence: 99%

Undergraduate geoscience education research: Evolution of an emerging field of discipline‐based education research

Arthurs¹

2018

J Res Sci Teach

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Discipline‐based education research (DBER) conducted by faculty within geoscience departments can address identified needs in undergraduate geoscience education. This study explores the evolution of undergraduate geoscience education research (GER) from 1985 to 2016, primarily in terms of the types of published research and secondarily in terms of the insights this literature offers on the evolution of GER as a scholarly discipline. Stokes’ (1997) quadrant model of research types is used as a theoretical framework for the former and Kuhn's (1970) model of disciplinary paradigm for the latter. An exploratory sequential mixed‐methods approach to a systematic literature review of 1,760 articles is utilized. The period 1985–2000 is characterized by proto‐research as evidenced by the abundance of instructive and informational education articles rather than research articles. From 2000 to 2011, GER underwent a growth period characterized by the presence of applied, use‐inspired, and pure basic research. The period 2011–2016 appears to be a period of relative steady‐state conditions in the normalized number of GER publications per year. Existing gaps in knowledge about geoscience education, the evident unfamiliarity with education and social science research methodologies among authors of GER articles, and efforts to build consensus about what GER is and how to conduct it suggest that GER is preparadigmatic or at a low paradigm state. That is, GER is an immature discipline as far as the evolution of a discipline goes. A path forward is proposed for the continued evolutionary growth of GER. This study provides new perspectives on the emergence of GER as a discipline that can be used as a basis for studies on cross‐disciplinary DBER comparisons.

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“…The geosciences are facing a dual crisis in terms of a pending shortage of qualified, professional geoscientists and a lack of diversity . The geosciences have the poorest diversity record of all science, technology, engineering, and mathematics (STEM) fields (Gannet Hallar et al, 2010;Huntoon et al, 2015;, and the need to recruit to geoscience and other STEM disciplines from under-represented groups is well recognized (e.g., Levine et al, 2007;Sherman-Morris and McNeal, 2016). Several authors have investigated the "geoscience pipeline" in an attempt to map career trajectories from secondary (or pre-college) school to higher education and on into the workplace (e.g., Levine et al, 2007;Gonzales and Keane, 2009;Houlton, 2010;LaDue and Pacheco, 2013).…”

Section: ■ Introductionmentioning

confidence: 99%

Making geoscience fieldwork inclusive and accessible for students with disabilities

et al. 2019

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Fieldwork is a fundamental characteristic of geoscience. However, the requirement to participate in fieldwork can present significant barriers to students with disabilities engaging with geoscience as an academic discipline and subsequently progressing on to a career as a geoscience professional. A qualitative investigation into the lived experiences of 15 students with disabilities participating in a one-day field workshop during the 2014 Geological Society of America Annual Meeting provides critical insights into the aspects of fieldwork design and delivery that contribute to an accessible and inclusive field experience. Qualitative analysis of pre- and post-fieldwork focus groups and direct observations of participants reveal that multisensory engagement, consideration for pace and timing, flexibility of access and delivery, and a focus on shared tasks are essential to effective pedagogic design. Further, fieldwork can support the social processes necessary for students with disabilities to become fully integrated into learning communities, while also promoting self-advocacy by providing an opportunity to develop and practice self-advocacy skills. Our findings show that students with sensory, cognitive, and physical disabilities can achieve full participation in field activities but also highlight the need for a change in perceptions among geoscience faculty and professionals, if students with disabilities are to be motivated to progress through the geoscience academic pipeline and achieve professional employment.

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The Geoscience Pipeline: A Conceptual Framework

Cited by 95 publications

References 23 publications

Diversity in geoscience: Participation, behaviour, and the division of scientific labour at a Canadian geoscience conference

Diversity in geoscience: Participation, behaviour, and the division of scientific labour at a Canadian geoscience conference

Undergraduate geoscience education research: Evolution of an emerging field of discipline‐based education research

Making geoscience fieldwork inclusive and accessible for students with disabilities

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