Using the ICON Model to Promote Diversity, Equity, Inclusion & Justice in the Geosciences
Samuel Cornelius Nyarko1*, Viranga Perera2, Shannon Othus-Gault3, Joel Singley4, Molly Witter5, Vincent Tong6, and Elijah Thomas Johnson7
1 STEM Education Innovation and Research Institute, Indiana University Purdue University, Indianapolis, IN, 46202.
2 Purdue Polytechnic Institute, Purdue University, West Lafayette, IN 47907.
3 Physical Science Department, Chemeketa Community College, Salem, OR 97305.
4 Institute of Arctic and Alpine Research, University of Colorado Boulder, CO 80309.
5 Department of Geosciences, The University of Akron, Akron, OH 44325.
6 Northumbria University, Newcastle
7 Department of Geosciences, Auburn University, Auburn, AL 36849.
*Corresponding author: Samuel Cornelius Nyarko (snyarko@iu.edu)
The geosciences community is historically one of the least diverse scientific fields (e.g.,Bernard & Cooperdock, 2018; King et al., 2018;Vila-Concejo et al., 2018). For a number of decades geoscience educators and researchers have suggested that management of diverse knowledge and efforts to foster Diversity, Equity, Inclusion, and Justice (DEIJ) have the potential to enhance institutional culture, recruitment and retention of diverse learners and employers, as well as social justice in the geosciences (e.g.,Ali et al., 2021;Callahan et al., 2015; Huntoon et al., 2005). While significant effort has been spent on fostering DEIJ within the field (e.g., the recent special issue of the Journal of Geoscience Education [Gates et al., 2019]), there are still many opportunities for growth and change. Here we discuss how the Integrated, Coordinated, Open, and Networked (ICON) framework can be used to specifically improve DEIJ within the geosciences in the coming decades.
In the context of DEIJ, we consider Integrated (I) to mean widely welcoming and incorporating a global community into the geosciences, with a particular focus on systemically non-dominant (SND) groups (Jenkins, 2017). Geosciences involve topics that are inherently global (e.g., climate change, pollution, and sustainability) and thus require global discussions as associated consequences affect us all. Nevertheless, to change a community that has lacked DEIJ for decades requires that we first acknowledge the negative historical contexts (e.g., colonization and resource exploitation) that have led to developments within our science. We should thus teach geoscience topics with a more complete historical and cultural context. By integrating the history and culture of the field, new learners can uncover important and relevant ideas while simultaneously contextualizing past social injustices. This practice has the potential to motivate reconstructions and reflections within the field (e.g., Apple et al., 2014; Dolphin et al., 2018). The geosciences community should think about people first (e.g., respecting and appreciating tribal sovereignty, history, culture, and local knowledge), before considering potential scientific advancements, to help integrate a more global community into the geosciences.
Closely related to Integrated is Coordinated (C) which, in the context of DEIJ, is creating environments and opportunities for diverse groups of people to actively work together. Addressing concerns about DEIJ is increasingly important as more people coordinating across multiple STEM fields are needed to confront a rapidly changing Earth. Geoscience departments can address these issues by actively engaging in campus communities and recruiting students (Ormand et al., 2021), showing diverse examples of geoscientists in classrooms and in academic environments more broadly (Shinske et al., 2016), engaging students in environmental justice and place-based learning (Urgeoscience, 2020), and providing professional development for faculty that aims to tackle implicit bias, stereotype threat, and solo status (CRLT, 2016; Steele, 2010; Thompson & Sekaquaptewa, 2002). It is also important for departments to address historical inequities without solely relying on institutional policies to inform departmental practices, as differential characteristics may exist between the two. For example, in some cases institutional practices may not be enough to support departmental practices or institutional representation, and accommodations may be different between departments within the same institution.
We consider Networked (N) in the context of DEIJ to mean opportunities and access for SND groups to contribute and be involved in the geosciences community. We acknowledge that motivations for SND groups may differ and therefore networking practices need to be reconsidered. A networked approach can ensure that the interests and perspectives of people from SND groups are adequately represented and included. We recommend promoting altruistic career options in the geosciences, particularly in the early career stages. Highlighting altruistic career options, with emphasis on human and environmental impacts and community involvement in science, could attract a more diverse student population to the geosciences as compared to emphasizing outdoor opportunities (Carter et al., 2021). The geosciences continue to be contextualized as a "rural" science (i.e., only taking place in deep forests and mountain terrains), which likely keeps people with urban perspectives away from the field. We suggest that geosciences also be contextualized within an urban framework to attract thinkers who can use geoscience innovations to solve urban problems.
We have briefly outlined a few ideas of using the ICON framework to improve DEIJ within the geosciences. While ideas presented here are not exhaustive, we believe they are important to consider and implement to further improve DEIJ efforts. At this critical moment in history, we are faced with the opportunity to create a more robust research and teaching community in the geosciences by taking transformative action in how we address DEIJ efforts. DEIJ efforts with the geosciences should reflect the global diversity of people, interests, and experiences that contribute to the richness of the field in ways that are equitable and emphasize justice.
References
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Bernard, R.E., Cooperdock, E.H.G. No progress on diversity in 40 years. Nature Geosci 11, 292–295 (2018). https://doi.org/10.1038/s41561-018-0116-6
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David, C. H., Famiglietti, J. S., Yang, Z.-L., Habets, F., and Maidment, D. R. (2016), A decade of RAPID—Reflections on the development of an open source geoscience code, Earth and Space Science, 3, 226– 244, https://doi.org/10.1002/2015EA000142.
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Steele, Claude. Whistling Vivaldi : and Other Clues to How Stereotypes Affect Us. New York:W.W. Norton & Company, 2010.
Vila-Concejo, A., Gallop, S. L., Hamylton, S. M., Esteves, L. S., Bryan, K. R., Delgado-Fernandez, I., Guisado-Pintado, E., Joshi, S., da Silva, G. M., Ruiz de Alegria-Arzaburu, A., Power, H. E., Senechal, N., & Splinter, K. (2018). Steps to improve gender diversity in coastal geoscience and engineering. Palgrave Communications, 4(1), 1–9. https://doi.org/10.1057/s41599-018-0154-0
ICON Diversity, Equity, Inclusion, and Justice Key Points - Draft
ICON |
Key Points |
Integrated |
- Welcoming and integrating systemically non-dominant people into the geosciences
- Connecting the geosciences to urban thinkers
- Teaching geoscience with historical context (e.g., colonization and resource exploration)
|
Coordinated |
- Geoscience departments need to emphasize DEI issues specifically rather than solely relying on university or college-wide policies
- Geoscience curricula need to decolonize course content and teaching practices
|
Open |
- Lowering the cost of accessing geoscience content and practice (e.g., journal articles, conferences, technology, teaching and learning resources)
- Encouraging the geoscience community to make content freely available on the web (e.g., open source codes)
- Promoting altruistic career options in the geosciences
|
Networked |
- Moving the geoscience community to thinking about people first, before considering potential scientific advancements (e.g., respecting tribal sovereignty)
- Environmental justice education: Faculty literacy and comfort teaching racism, earth-human issues, and support students with the skills and habits they need for community responsive work. Networking will be really important to build.
|
Accessibility
Open access: Diversity, Equity and Inclusion are part of Open Science, we all know Open Access for journal articles but it is not all. Science needs to be accessible at large, in, the content, the language... Accessibility is still a major issue for deaf people, colorblind... One of my article that can be useful https://www.nature.com/articles/d41586-020-02823-2
Accommodations: FAIR often uses 'accessible' to mean free online or free software - but not necessarily accessible as in disability accessibility. This is a topic I research extensively. For example, just shared findings as Metascience2021 on how "open access" journals do not include disability accessibility or UDL elements in their publishing requirements from a study I just completed. This is also something I've written on for NEON-enabled science and ideas of accessibility as a requirement for building truly open networked science. I've also published on this previously, e.g.: Richelle L. Tanner, Neena Grover, Michelle L Anderson, Katherine C Crocker, Shuchismita Dutta, Angela M Horner, Loren E Hough, Talia Y Moore, Gail L Rosen, Kaitlin Stack Whitney, Adam P Summers. 2021. Examining cultural structures and functions in biology. Integrative and Comparative Biology, icab140, https://doi.org/10.1093/icb/icab140 Simon J Goring#, Kaitlin Stack Whitney#, and Aerin L Jacob. 2018. Accessibility is imperative for inclusion. Frontiers in Ecology and the Environment 16 (2) 63-63. Lauer, A., W. Gram, A. Crall, C. Diaz Eaton, R. Haacker, E. Jack-Scott, A. Pendergrass, and K. Stack Whitney 2020. Scientific meetings for all. Eos Volume 101, https://doi.org/10.1029/2020EO138951. Is accessibility part of "open" science? - Practical Data Management for Bug Counters blog Building access into open - writing image description templates into our code annotations - Practical Data Management for Bug Counters blog Open Science Isn't Open to All Scientists - American Scientist https://www.americanscientist.org/article/open-science-isnt-always-open-to-all-scientists
Financial constraints: The frequent expectation of travel (field work costs, travel to lab work at other facilities, conferences) for geosciences students puts a particular strain on those with greater financial insecurity. This can particularly affect first generation students (and often other URM) that may be unaware of these financial expectations.
ICON approaches: ICON approaches to research (or teaching resources) makes accessing data, participating in research, building collaborative networks, etc. more accessible regardless of institutional resources.
Emphasizing Fulfilling Career Paths
Proactive communication: A recent article (Carter et al, 2021--https://doi.org/10.1038/s43247-021-00287-4) highlights the need for geosciences programs to understand that the appeal of outdoor opportunities may not be a motivating factor for URM students to choose the geosciences. They are more inclined to pursue options that provide them with a more altruistic career path. Geosciences programs need to rethink how they advertise their programs so that they appeal to URM motivations.
Departmental Policies
We need to highlight on the need for department-wide policies that emphasize on DEI issues specifically related to the Earth and Space sciences rather than falling on institution/university-wide policies that may not be applicable to the department. This should include policies related to departmental recruitment, retention, and support for historically minoritized people. See Ormand et al. (2021)
Decolonizing Course Content
Explicit instruction: We need to look at ways to decolonize course content and teaching practices to be more inclusive. This can be done by including DEI practices in our lessons such as dedicating some of our course goals/objectives to JEDI issues and using history and stories to teach students about nature of geoscience issues regarding JEDI.
Nature of science: Raise awareness of links between Science Education and historical context: https://geo-context.github.io
Understanding of colonization and tribal sovereignty: The discipline of geology grew out of colonial exploration for resources and the discipline continues to be connected to the ongoing project of Indigenous land dispossession and colonization. In order to work towards justice in our field, we need to include a critical history of geology and colonialism in our earth science curriculum. We need to teach the next generation of geoscientists about this history and how to respect tribal sovereignty in order to stop current harms, begin redressing past harms, and build respectful collaborations with Indigenous Nations that support their self-determination and sovereignty. See our example here: https://eos.org/science-updates/recognizing-geologys-colonial-history-for-better-policy-today
DEI Intervention Research
Expansion of research areas: DEI teaching and learning interventions in Earth and Space science mostly focus on physical disabilities and socioeconomic backgrounds. These should be expanded to focus on other aspects of the DEI spectrum that includes gender, cognitive disabilities, race and ethnicity, orientation and sexual preferences.
2Yr college undergraduate research connections: About half of all undergraduate students are community college students, and community college populations are represented by large URM populations, females, first generation students, and Pell eligible students. Opportunities for undergraduate research within community colleges or paired with 4Yr colleges can better prepare students for transfer and/or the workforce and increase persistence in STEM. Many resources can be found here: https://serc.carleton.edu/introgeo/studentresearch/refs.html
Focus on urban thinkers: See my commentary in JGE about making science relevant to urban thinkers. The basic idea is that student from urban environments (which are more likely to be underrepresented ethnicities in the Earth sciences) may not have the same background experience in the natural world. We therefore need to create bridges between familiar processes that occur the familiar urban setting and natural processes that dominate cutting-edge questions in geoscience. d'Alessio, M. A. (2012). Schoolyard geology as a bridge between urban thinkers and the natural world. Journal of Geoscience Education, 60(2), 106-113.
DEIJ Terminology
Language changes: I suggest we use the opportunity here to encourage the geoscience community to use the term "systemically non-dominant" from Dr. Debi Jenkins (https://www.clarkcollegefoundation.org/oppressive-systems/) instead of "minority" or "underrepresented." SND specifically points to systemic factors that contribute to the lack of DEIJ. A group of us used the SND terminology to frame the lack of diversity within the geosciences in a recent commentary in the Journal of Geoscience Education (https://www.tandfonline.com/doi/abs/10.1080/10899995.2021.1881863). I'm not sure if the ideas presented in our commentary about intergroup emotions are relevant to the ICON framework, but perhaps you all have thoughts?
I think we need (as a community) to advocate for the fluidity of language and a willingness to respond to changes in what is acceptable. for example, the idea of "Underrepresented Minorities" as measure of diversity has long been established in the literature, and yet more recent calls, particularly from minorities individuals has been asking for a change in language. For example, "URM is degrading and dehumanizing to the communities it describes" (Bensimon, 2016): https://cue.usc.edu/files/2016/01/Bensimon_The-Misbegotten-URM-as-a-Data-Point.pdf
Environmental Justice and Sustainability
Environmental justice education should grow through ICON strategies to support DEIJ for students and communities. We need to apply the strategies that have grown other educator communities (2YC, sustainability, climate change) to building and supporting EJ practices. This will cobuild faculty literacy and comfort teaching racism, earth-human issues, and support students with the skills and habits they need for community responsive work. Networks will be really important to build, not just networks that link scientists and communities (e.g. citizen science) but those that help existing instructors do better/more inclusive work.
UN's Sustainable Development Goals (SDGs): The SDGs contain a wide range of JEDI-aligned goals and strategies - a useful lens to explore and advance JEDI in Earth and Space Science Education in different cultural and national contexts. https://sdgs.un.org/goals
Key Topics: Accessibility, Career pathways, Policies, Inclusive instruction, Research, Conceptual framework/definition, Environmental justice