Pub Date : 2023-03-21DOI: 10.1080/10899995.2023.2187680
L. Horne, A. Manzanares, N. Babin, Emily A. Royse, Lee Arakawa, Eunice Blavascunas, Lisa Doner, D. Druckenbrod, Ennea Fairchild, M. Jarchow, B. Muchnick, P. Panday, Denielle M. Perry, Rebecca E. W. Thomas, A. Toomey, Brian H. Tucker, C. Washington-Ottombre, S. Vincent, Steven W. Anderson, Chelsie L. Romulo
{"title":"Alignment among environmental programs in higher education: What Food-Energy-Water Nexus concepts are covered in introductory courses?","authors":"L. Horne, A. Manzanares, N. Babin, Emily A. Royse, Lee Arakawa, Eunice Blavascunas, Lisa Doner, D. Druckenbrod, Ennea Fairchild, M. Jarchow, B. Muchnick, P. Panday, Denielle M. Perry, Rebecca E. W. Thomas, A. Toomey, Brian H. Tucker, C. Washington-Ottombre, S. Vincent, Steven W. Anderson, Chelsie L. Romulo","doi":"10.1080/10899995.2023.2187680","DOIUrl":"https://doi.org/10.1080/10899995.2023.2187680","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44459899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-16DOI: 10.1080/10899995.2023.2186067
T. Ruberto, C. Mead, A. Anbar, S. Semken
Abstract Field learning is fundamental in geoscience, but cost, accessibility, and other constraints limit equal access to these experiences. As technological advances afford ever more immersive and student-centered virtual field experiences, they are likely to have a growing role across geoscience education. They also serve as an important tool for providing high-quality online instruction, whether to fully online degree students, students in hybrid in-person/remote programs, or students experiencing disruptions to in-person learning, such as during the COVID-19 pandemic. This mixed-methods study compared learning outcomes of an in-person (ipFT) and a virtual (iVFT) geoscience field trip to Grand Canyon National Park, each of which highlighted the Great Unconformity. Participants included introductory and advanced geology students. In the ipFT, students collectively explored the Canyon through the interpretive Trail of Time along the Canyon rim, guided by the course instructor. In the iVFT, students individually explored the Canyon and studied its geology at river level. 360° spherical images anchor the iVFTs and serve as a framework for programmed overlays that enable active learning and allow for adaptive feedback. We assessed cognitive and affective outcomes in both trips using common measures. Regression analysis showed the iVFT to be associated with significantly greater learning gains. The ipFT students had significantly higher positive affect scores pre-trip, reflecting their excitement for the trip. Overall, our results provide clear evidence that high-quality iVFTs can lead to better learning gains than ipFTs. Although field trips are employed for more than just content learning, this finding may encourage greater use of iVFTs in coursework.
{"title":"Comparison of in-person and virtual Grand Canyon undergraduate field trip learning outcomes","authors":"T. Ruberto, C. Mead, A. Anbar, S. Semken","doi":"10.1080/10899995.2023.2186067","DOIUrl":"https://doi.org/10.1080/10899995.2023.2186067","url":null,"abstract":"Abstract Field learning is fundamental in geoscience, but cost, accessibility, and other constraints limit equal access to these experiences. As technological advances afford ever more immersive and student-centered virtual field experiences, they are likely to have a growing role across geoscience education. They also serve as an important tool for providing high-quality online instruction, whether to fully online degree students, students in hybrid in-person/remote programs, or students experiencing disruptions to in-person learning, such as during the COVID-19 pandemic. This mixed-methods study compared learning outcomes of an in-person (ipFT) and a virtual (iVFT) geoscience field trip to Grand Canyon National Park, each of which highlighted the Great Unconformity. Participants included introductory and advanced geology students. In the ipFT, students collectively explored the Canyon through the interpretive Trail of Time along the Canyon rim, guided by the course instructor. In the iVFT, students individually explored the Canyon and studied its geology at river level. 360° spherical images anchor the iVFTs and serve as a framework for programmed overlays that enable active learning and allow for adaptive feedback. We assessed cognitive and affective outcomes in both trips using common measures. Regression analysis showed the iVFT to be associated with significantly greater learning gains. The ipFT students had significantly higher positive affect scores pre-trip, reflecting their excitement for the trip. Overall, our results provide clear evidence that high-quality iVFTs can lead to better learning gains than ipFTs. Although field trips are employed for more than just content learning, this finding may encourage greater use of iVFTs in coursework.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48668019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-16DOI: 10.1080/10899995.2023.2187233
Anahi Carrera, Thomas Luckie, E. Cooperdock
{"title":"Extreme underrepresentation of first-generation college students in the geosciences: An intersectional issue","authors":"Anahi Carrera, Thomas Luckie, E. Cooperdock","doi":"10.1080/10899995.2023.2187233","DOIUrl":"https://doi.org/10.1080/10899995.2023.2187233","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48877322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-09DOI: 10.1080/10899995.2023.2187171
K. Hannula
In the US, most rules dealing with pre-college (K-12) education vary by state, despite national laws and standards that have been developed. In some states (including Colorado, where I live), high school students usually don’t take any Earth science, and even where Earth Science courses are common, they are often taught by teachers who were trained in other fields. Several of the papers in this issue discuss recommendations for content and approaches to teaching Earth, space, and atmospheric sciences to pre-college students, as well as challenges and opportunities for K-12 educators. As John Lanicci and Sarah McCorrison argue, K-12 education has the potential to help many people (both students and their parents) prepare to deal with hazardous weather. Silvia-Jessica Mostacedo-Marsovic and coauthors examined water-related standards for K-12 education that have been promoted by US and international groups. Their analysis describes which grade levels are typically associated with which content. Nancy Price analyzed the pairs of practices and crosscutting concepts for the Earth and Space Sciences in the Next Generation Science Standards, and found that some important aspects of the Earth sciences could be left out if those pairs become the only basis for curriculum design. She recommends some other combinations that could be used to develop lesson plans that teach concepts such as deep time, visualization, spatial reasoning, and large spatial scales. Two papers use standardized test results to consider potential groups to target for K-12 professional development programs. In 31 states and the District of Columbia, the Praxis® standardized test is used to screen future teachers for content knowledge. Rachel Ndembera and coauthors analyzed data from ten years of exams to determine which Earth and Space Science subtopics were the least well-understood, and which groups of future teachers struggled most on the exam. They recommend designing professional development programs for teachers who majored in Education and in non-STEM fields, and especially supporting teachers in covering topics related to the history of Earth and its life forms. In New York state, an unusually large proportion of high school students (70%) take a statewide standardized assessment in Earth Science. Christine Schlendorf and coauthors analyzed the results of that exam to look at the characteristics of schools and teachers in relation to the performance on the exam. Surprisingly, out-of-field teaching was not a major predictor of performance. On the other hand, characteristics of schools (such as socioeconomic status, student demographics, and proportion of students who took the Earth Science course) were statistically related to exam performance. These results suggest that it is important to support K-12 teachers in making Earth science interesting and relevant to marginalized students. The only Curriculum & Instruction paper in this issue describes a program that can provide prof
{"title":"Challenges and opportunities for K-12 earth science education","authors":"K. Hannula","doi":"10.1080/10899995.2023.2187171","DOIUrl":"https://doi.org/10.1080/10899995.2023.2187171","url":null,"abstract":"In the US, most rules dealing with pre-college (K-12) education vary by state, despite national laws and standards that have been developed. In some states (including Colorado, where I live), high school students usually don’t take any Earth science, and even where Earth Science courses are common, they are often taught by teachers who were trained in other fields. Several of the papers in this issue discuss recommendations for content and approaches to teaching Earth, space, and atmospheric sciences to pre-college students, as well as challenges and opportunities for K-12 educators. As John Lanicci and Sarah McCorrison argue, K-12 education has the potential to help many people (both students and their parents) prepare to deal with hazardous weather. Silvia-Jessica Mostacedo-Marsovic and coauthors examined water-related standards for K-12 education that have been promoted by US and international groups. Their analysis describes which grade levels are typically associated with which content. Nancy Price analyzed the pairs of practices and crosscutting concepts for the Earth and Space Sciences in the Next Generation Science Standards, and found that some important aspects of the Earth sciences could be left out if those pairs become the only basis for curriculum design. She recommends some other combinations that could be used to develop lesson plans that teach concepts such as deep time, visualization, spatial reasoning, and large spatial scales. Two papers use standardized test results to consider potential groups to target for K-12 professional development programs. In 31 states and the District of Columbia, the Praxis® standardized test is used to screen future teachers for content knowledge. Rachel Ndembera and coauthors analyzed data from ten years of exams to determine which Earth and Space Science subtopics were the least well-understood, and which groups of future teachers struggled most on the exam. They recommend designing professional development programs for teachers who majored in Education and in non-STEM fields, and especially supporting teachers in covering topics related to the history of Earth and its life forms. In New York state, an unusually large proportion of high school students (70%) take a statewide standardized assessment in Earth Science. Christine Schlendorf and coauthors analyzed the results of that exam to look at the characteristics of schools and teachers in relation to the performance on the exam. Surprisingly, out-of-field teaching was not a major predictor of performance. On the other hand, characteristics of schools (such as socioeconomic status, student demographics, and proportion of students who took the Earth Science course) were statistically related to exam performance. These results suggest that it is important to support K-12 teachers in making Earth science interesting and relevant to marginalized students. The only Curriculum & Instruction paper in this issue describes a program that can provide prof","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49390922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.1080/10899995.2023.2175525
Taormina J. Lepore, L. Lundgren, D. Lawver
{"title":"The impact of field experiences in paleontology on high school learners","authors":"Taormina J. Lepore, L. Lundgren, D. Lawver","doi":"10.1080/10899995.2023.2175525","DOIUrl":"https://doi.org/10.1080/10899995.2023.2175525","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42740226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.1080/10899995.2023.2170621
S. Nyarko, G. Fore, Kathy Licht
Abstract Training students to become ethical geoscientists has generated significant interest, particularly when confronted with the need to consider geoscience practice in light of geo-technological advances and environmental issues associated with resource extraction, pollution, and climate change. In this research, we examine from the perspective of student geoscientists what it means to be an ethical geoscientist. As part of a sedimentology course that explicitly taught ethics through experiential learning, students reflected on what it meant to be an ethical geoscientist. The student reflections (N = 37) collected at the beginning and end of the semester were analyzed using thematic analysis and interpreted. We used an ethics of care framework to generate three themes which described attentiveness to care, responsibility for care, and competency to provide care. First, attentiveness to care described the act of recognizing one’s own need and the need of others and making intentional efforts to address those needs. Student reflections revealed that attentiveness to one’s integrity and reflecting on one’s own actions in their interactions are important characteristic of an ethical geoscientist. Second, responsibility for care described the recognition of the need to care for the things with which we interact. Students described that being responsible for societal and environmental needs, such as promoting scientific literacy and guarding other species, are the hallmarks of an ethical geoscientist. Finally, competency to provide care described the availability of effective knowledge, skills, and materials to ethically provide care. Student reflections captured competencies related to scientific practice in ensuring data precision, accuracy, and maintaining caring and ethical relationships with colleagues as ethical geoscience characteristics. We suggest instructional strategies that explicitly teach ethics and critical reflection to foster students’ sense of care and interest in geology both as a science and ethical practice.
{"title":"The role of ethical care in the geosciences: examining the perspectives of geoscience undergraduates","authors":"S. Nyarko, G. Fore, Kathy Licht","doi":"10.1080/10899995.2023.2170621","DOIUrl":"https://doi.org/10.1080/10899995.2023.2170621","url":null,"abstract":"Abstract Training students to become ethical geoscientists has generated significant interest, particularly when confronted with the need to consider geoscience practice in light of geo-technological advances and environmental issues associated with resource extraction, pollution, and climate change. In this research, we examine from the perspective of student geoscientists what it means to be an ethical geoscientist. As part of a sedimentology course that explicitly taught ethics through experiential learning, students reflected on what it meant to be an ethical geoscientist. The student reflections (N = 37) collected at the beginning and end of the semester were analyzed using thematic analysis and interpreted. We used an ethics of care framework to generate three themes which described attentiveness to care, responsibility for care, and competency to provide care. First, attentiveness to care described the act of recognizing one’s own need and the need of others and making intentional efforts to address those needs. Student reflections revealed that attentiveness to one’s integrity and reflecting on one’s own actions in their interactions are important characteristic of an ethical geoscientist. Second, responsibility for care described the recognition of the need to care for the things with which we interact. Students described that being responsible for societal and environmental needs, such as promoting scientific literacy and guarding other species, are the hallmarks of an ethical geoscientist. Finally, competency to provide care described the availability of effective knowledge, skills, and materials to ethically provide care. Student reflections captured competencies related to scientific practice in ensuring data precision, accuracy, and maintaining caring and ethical relationships with colleagues as ethical geoscience characteristics. We suggest instructional strategies that explicitly teach ethics and critical reflection to foster students’ sense of care and interest in geology both as a science and ethical practice.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43131077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.1080/10899995.2023.2172976
W. Todd, Chessaly E. Towne, J. Clarke
Abstract Traditional Knowledge (TK) is a qualitative and quantitative living body of knowledge developed locally and regionally across generations over thousands of years. This study aims to show through authentic voice the importance of centering TK systems and cultural needs to provide equitable geoscience education programs. TK can be communicated through a variety of methods, such as story and song, dance, paintings, carvings, structures, and textiles. TK is interdisciplinary within anthropological and ecological subsistence and provide enhanced cultural and spiritual context. Research findings are enhanced by the exploratory and inquiry-based design of TK and provide insight into the anthropogenic impacts on the environment allowing researchers to gain a rich understanding of human behaviors and patterns when collecting and analyzing data. This study examines factors influencing Indigenous students’ participation and retention in the geosciences, specifically gauging opinions on the incorporation of TK systems into geoscience education. Data was collected using an electronic survey to identify factors that inform students’ decision to enter geoscience disciplines and better understand the importance of role models and mentors for retention. Our findings indicate that Indigenous students were interested in using both TK and Western science in geoscience learning spaces, Indigenous role models played an important role in sense of belonging and identity in the geosciences, and the incorporation of culture into learning experiences played an important role in retention. Findings from this study, if operationalized, would allow geoscience departments to increase retention of Indigenous students and faculty, provide equitable educational opportunities, and to better understand how to effect cultural change in the geosciences by providing a welcoming and affirming space for Indigenous scholars.
{"title":"Importance of centering traditional knowledge and Indigenous culture in geoscience education","authors":"W. Todd, Chessaly E. Towne, J. Clarke","doi":"10.1080/10899995.2023.2172976","DOIUrl":"https://doi.org/10.1080/10899995.2023.2172976","url":null,"abstract":"Abstract Traditional Knowledge (TK) is a qualitative and quantitative living body of knowledge developed locally and regionally across generations over thousands of years. This study aims to show through authentic voice the importance of centering TK systems and cultural needs to provide equitable geoscience education programs. TK can be communicated through a variety of methods, such as story and song, dance, paintings, carvings, structures, and textiles. TK is interdisciplinary within anthropological and ecological subsistence and provide enhanced cultural and spiritual context. Research findings are enhanced by the exploratory and inquiry-based design of TK and provide insight into the anthropogenic impacts on the environment allowing researchers to gain a rich understanding of human behaviors and patterns when collecting and analyzing data. This study examines factors influencing Indigenous students’ participation and retention in the geosciences, specifically gauging opinions on the incorporation of TK systems into geoscience education. Data was collected using an electronic survey to identify factors that inform students’ decision to enter geoscience disciplines and better understand the importance of role models and mentors for retention. Our findings indicate that Indigenous students were interested in using both TK and Western science in geoscience learning spaces, Indigenous role models played an important role in sense of belonging and identity in the geosciences, and the incorporation of culture into learning experiences played an important role in retention. Findings from this study, if operationalized, would allow geoscience departments to increase retention of Indigenous students and faculty, provide equitable educational opportunities, and to better understand how to effect cultural change in the geosciences by providing a welcoming and affirming space for Indigenous scholars.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41635012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-25DOI: 10.1080/10899995.2023.2165866
B. Kreager, N. LaDue, T. Shipley
Abstract Sequence stratigraphic and Wheeler diagram interpretations require a strong combination of conceptual understanding and diagram reasoning skills. Students are generally exposed to the foundational concepts within sequence stratigraphy (relative sea level, eustasy, base level, and accommodation) in a variety of courses along their degree path, however, one prior study found that few students have a clear scientific conceptual understanding. This study serves two purposes: First, we explore the impact of Wheeler diagram instruction on student learning. Second, we assess students’ common errors on an interpretation task prior to and after Wheeler diagram interpretation. Student conceptual errors are grouped into four categories (fundamental concepts, subaerial erosional unconformities, correlative conformities and sequence identification). In general, student errors were consistent before and after Wheeler diagram instruction. The most common errors related to students identifying the contact between two facies as a stratigraphic or sedimentological feature rather than sedimentary units. Additionally, we provide a set of suggestions for teaching sequence stratigraphy that may help target the common errors and increase student interpretation skill.
{"title":"Conceptual understanding of sequence stratigraphy","authors":"B. Kreager, N. LaDue, T. Shipley","doi":"10.1080/10899995.2023.2165866","DOIUrl":"https://doi.org/10.1080/10899995.2023.2165866","url":null,"abstract":"Abstract Sequence stratigraphic and Wheeler diagram interpretations require a strong combination of conceptual understanding and diagram reasoning skills. Students are generally exposed to the foundational concepts within sequence stratigraphy (relative sea level, eustasy, base level, and accommodation) in a variety of courses along their degree path, however, one prior study found that few students have a clear scientific conceptual understanding. This study serves two purposes: First, we explore the impact of Wheeler diagram instruction on student learning. Second, we assess students’ common errors on an interpretation task prior to and after Wheeler diagram interpretation. Student conceptual errors are grouped into four categories (fundamental concepts, subaerial erosional unconformities, correlative conformities and sequence identification). In general, student errors were consistent before and after Wheeler diagram instruction. The most common errors related to students identifying the contact between two facies as a stratigraphic or sedimentological feature rather than sedimentary units. Additionally, we provide a set of suggestions for teaching sequence stratigraphy that may help target the common errors and increase student interpretation skill.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49091785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-23DOI: 10.1080/10899995.2022.2158434
D. Reano, Christina Gedz, Ángel A. Garcia, E. Johnson
Abstract The geosciences are amongst the least diverse of the STEM disciplines. The lack of diversity could be related to the role that the intersection of identities (such as gender identity, sexual identity, race, and ethnicity) have related to an individual’s perception of self. To explore this idea, the Multidimensional Inventory of Black Identity was adapted to collect information (through an online questionnaire) from current geoscientists regarding their geoscience identity, gender identity, sexual identity, and race to understand how these factors may affect one’s identity as a geoscientist. A total of 157 responses were collected. Results suggest that 39% of the participants do feel that their gender identity positively influences their identity as a geoscientist and 20% of participants feel that their sexual identity positively influences their identity as a geoscientist. Free-response questionnaire items reveal themes related to inequity, inequality, privilege, community climate, sense of belonging, and geoscience identity. The results from this project align with previous research that suggests students that hold multiple marginalized identities may experience isolation and other unique barriers to persisting in geoscience and other STEM disciplines. Future research and projects focused on underrepresented gender and sexual identities will help geoscience educators formulate more inclusive learning/work environments in support of diversifying the geoscience community and STEM workforce.
摘要地球科学是STEM学科中最不多样化的学科之一。缺乏多样性可能与身份交叉（如性别认同、性认同、种族和民族）对个人自我感知的作用有关。为了探索这一想法，《黑人身份多维清单》（Multidimensional Inventory of Black Identity）被改编为（通过在线问卷）从当前的地球科学家那里收集关于他们的地球科学身份、性别身份、性身份和种族的信息，以了解这些因素如何影响一个人的地球科学家身份。共收集了157份回复。结果表明，39%的参与者确实认为他们的性别认同对他们作为地球科学家的身份产生了积极影响，20%的参与者认为他们的性认同对他们的地球科学家身份产生了正面影响。免费回答问卷项目揭示了与不平等、不平等、特权、社区气候、归属感和地球科学身份有关的主题。该项目的结果与之前的研究一致，该研究表明，持有多重边缘化身份的学生在坚持地球科学和其他STEM学科方面可能会经历孤立和其他独特的障碍。未来专注于代表性不足的性别和性身份的研究和项目将帮助地球科学教育工作者制定更具包容性的学习/工作环境，以支持地球科学社区和STEM劳动力的多样化。
{"title":"Confluent identities in the geosciences","authors":"D. Reano, Christina Gedz, Ángel A. Garcia, E. Johnson","doi":"10.1080/10899995.2022.2158434","DOIUrl":"https://doi.org/10.1080/10899995.2022.2158434","url":null,"abstract":"Abstract The geosciences are amongst the least diverse of the STEM disciplines. The lack of diversity could be related to the role that the intersection of identities (such as gender identity, sexual identity, race, and ethnicity) have related to an individual’s perception of self. To explore this idea, the Multidimensional Inventory of Black Identity was adapted to collect information (through an online questionnaire) from current geoscientists regarding their geoscience identity, gender identity, sexual identity, and race to understand how these factors may affect one’s identity as a geoscientist. A total of 157 responses were collected. Results suggest that 39% of the participants do feel that their gender identity positively influences their identity as a geoscientist and 20% of participants feel that their sexual identity positively influences their identity as a geoscientist. Free-response questionnaire items reveal themes related to inequity, inequality, privilege, community climate, sense of belonging, and geoscience identity. The results from this project align with previous research that suggests students that hold multiple marginalized identities may experience isolation and other unique barriers to persisting in geoscience and other STEM disciplines. Future research and projects focused on underrepresented gender and sexual identities will help geoscience educators formulate more inclusive learning/work environments in support of diversifying the geoscience community and STEM workforce.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42235629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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