Understanding why underrepresented students pursue ecology careers: a preliminary case study

Abstract

w ww ww w. .f fr ro on nt ti ie er rs si in ne ec co ol lo og gy y. .o or rg g E cologists help us to both understand and respond to RESEARCH COMMUNICATIONS RESEARCH COMMUNICATIONSUnderstanding why underrepresented students pursue ecology careers: a preliminary case study M Me el li is ss sa a J J A Ar rm ms st tr ro on ng g 1 1* * , , A Al la an n R R B Be er rk ko ow wi it tz z 2 2 , , L Le ee e A A D Dy ye er r 3 3 , , a an nd d J Ja as so on n T Ta ay yl lo or r 1 1 While the literature can tell us something about the number of people from underrepresented populations in science, there is scant evidence to explain why ecology in particular has among the lowest proportions of underrepresented students and professionals of any science. We conducted a case study of 39 African-American students from ESA's Strategies for Ecology Education, Development, and Sustainability program, focusing on the factors that influenced their choice of an ecology career pathway. Although the case study includes only African-American students, we review the literature pertaining to all minority groups in science. Our results indicate that family support in particular, along with research experience and a positive view of an ecology career, are important factors in a student's decision to pursue this career path. 420 w ww ww w. .f fr ro on nt ti ie er rs si in ne ec co ol lo og gy y. .o or rg g

Enrollment Decision-Making in U.S. Forestry and Related Natural Resource Degree Programs

“…The purpose of our study was to first analyze changes in FRNR enrollment decision-making since the original Sharik and Frisk (2011) study conducted in 2004and 2007 At the time of the original Sharik and Frisk (2011) study, FRNR programs were facing significant declines nationally from their enrollment peak in 1996. Our study replicated the work of Sharik and Frisk to see if it was possible to identify a shift in attitudes now that enrollment rates have rebounded.…”

“…In and 2007, Sharik and Frisk (2011 conducted a preliminary FRNR enrollment survey to determine the most common reasons for and reservations to enrolling in an FRNR program.…”

“…Numerous studies in addition to Sharik and Frisk (2011) have argued that underrepresented minorities face a series of unique enrollment attractors and barriers when compared to the "typical" FRNR enrollee (Balcarczyk et al, 2015;Anderson et al, 2013;Arevalo Pardo de Donlebun, 2011;Armstrong et al, 2007). Specifically, it has been argued that women are more likely to perceive the "consumptive" aspect of traditional FRNR programs, like forestry and wood products/science, negatively while being more positively attracted to FRNR programs with a "conservation" or "sustainability" focus Goodell, 2013;Yanciw, 2004).…”

Increasing equitable access to graduate education through competitive hiring in the life sciences

“…Scientific and natural resource professional societies, including the American Fisheries Society, The Wildlife Society, the Ecological Society of America, and the American Association for the Advancement of Science, have created committees, position statements, and initiatives to improve workforce diversity (George et al., 2001; Penaluna et al., 2017; The Wildlife Society Council, 2020). This momentum has percolated into local and regional chapters of professional societies that have developed plans for promoting workforce diversity, with diversity being recognized in each instance as an asset that improves scientific and ecological professions (Armstrong et al., 2007). Despite pledges to increase workforce diversity in the life sciences from many sectors, barriers to diverse graduate student applicants must be identified and addressed at the graduate hiring level (or earlier) to promote diversity at academic institutions and among professional organizations that hire students after graduation.…”