Theoretical Perspectives on Increasing Recruitment and Retention of Underrepresented Students in the Geosciences

Applying an intersectionality lens to expand equity in the geosciences

“…Our review revealed some limitations in the literature on diversity and inclusivity within geosciences. Most research in geoscience education examines the experiences and outcomes of individual students or individual programs, rather than the organizational culture and everyday dynamics that hinder or enhance participation in geosciences (Callahan et al, 2017). Put differently, geoscience education literature has paid little attention to how domains of institutional power (Level 2 in our model) and historical contexts (Level 3 in our model) have limited opportunity structures for historically marginalized groups to pursue geosciences.…”

“…Yet, attention to domains of institutional power and cultural-historical contexts is critical in shaping more inclusive geoscience educational settings. Accordingly, given the limitations in geoscience literature on the role of identity and diversity in advancing equity in the discipline (e.g., Callahan et al, 2017), we expanded our literature search to include the broader STEM fields and education to further inform our understanding of the multiple factors affecting educational opportunity structures in geosciences.…”

“…An intersectionality framework also calls for addressing the organizational structures that perpetuate limited representation and engagement in geosciences of historically marginalized groups. Most analyses of student experiences and outcomes in geosciences have focused on individual affective, cognitive, or (to a lesser extent) social identity characteristics, rather than institutional factors that constrain or expand opportunities to pursue to field (e.g., Callahan et al, 2017;St. John, 2018).…”

“…Racial or gender microaggressions (Sue et al, 2007) include discriminatory comments or actions on the basis of identity, and can adversely affect participation in geosciences for underrepresented populations (Callahan et al, 2017). Women and women of color are more likely to face gender-and race-based insults, jokes, and images in their environments, as well as assault and harassment, all components of toxic work environments which can increase dissatisfaction, impede career advancement, or even lead in the longer term to departure from geoscience careers altogether Holmes et al, 2008;Nelson et al, 2017;Williams et al, 2016).…”

“…The recent Community Framework for Geoscience Education Research (St. John, 2018), organized by the National Association of Geoscience Teachers, calls for strengthening theoretical knowledge to improve undergraduate learning and equity in geosciences, including applying frameworks from other fields like higher education. In this framework, examining the roles of multiple organizational contexts (e.g., Wolfe & Riggs, 2017) and multiple, intersecting identities (e.g., Callahan et al, 2017) have been identified as offering promising theoretical avenues to inform future research and practice to diversify geosciences. Riggs, Callahan, and Bray (2018) assert that a "richer understanding of [underrepresented students'] lived experiences as members of the community" (p. 63), that takes into account intersectionality in identities, would enhance practices to increase equitable participation and success in geosciences.…”