You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience
Abstract As we build a more diverse, equitable, and inclusive culture in the ecological research community, we must work to support new ecologists by empowering them with the knowledge, tools, validation, and sense of belonging in ecology to succeed. Undergraduate research experiences (UREs) are cri...
| Main Authors: | , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wiley
2021-04-01
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| Series: | Ecology and Evolution |
| Subjects: | |
| Online Access: | https://doi.org/10.1002/ece3.7321 |
| _version_ | 1819081497737428992 |
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| author | Bonnie M. McGill Madison J. Foster Abagael N. Pruitt Samantha Gabrielle Thomas Emily R. Arsenault Janaye Hanschu Kynser Wahwahsuck Evan Cortez Kaci Zarek Terrance D. Loecke Amy J. Burgin |
| author_facet | Bonnie M. McGill Madison J. Foster Abagael N. Pruitt Samantha Gabrielle Thomas Emily R. Arsenault Janaye Hanschu Kynser Wahwahsuck Evan Cortez Kaci Zarek Terrance D. Loecke Amy J. Burgin |
| author_sort | Bonnie M. McGill |
| collection | DOAJ |
| description | Abstract As we build a more diverse, equitable, and inclusive culture in the ecological research community, we must work to support new ecologists by empowering them with the knowledge, tools, validation, and sense of belonging in ecology to succeed. Undergraduate research experiences (UREs) are critical for a student's professional and interpersonal skill development and key for recruiting and retaining students from diverse groups to ecology. However, few resources exist that speak directly to an undergraduate researcher on the diversity, equity, and inclusion (DEI) dimensions of embarking on a first research experience. Here, we write primarily for undergraduate readers, though a broader audience of readers, especially URE mentors, will also find this useful. We explain many of the ways a URE benefits undergraduate researchers and describe how URE students from different positionalities can contribute to an inclusive research culture. We address three common sources of anxiety for URE students through a DEI lens: imposter syndrome, communicating with mentors, and safety in fieldwork. We discuss the benefits as well as the unique vulnerabilities and risks associated with fieldwork, including the potential for harassment and assault. Imposter syndrome and toxic field experiences are known to drive students, including students from underrepresented minority groups, out of STEM. Our goal is to encourage all students, including those from underrepresented groups, to apply for UREs, build awareness of their contributions to inclusion in ecology research, and provide strategies for overcoming known barriers. |
| first_indexed | 2024-12-21T20:01:43Z |
| format | Article |
| id | doaj.art-c473bcab0de9407097d2507298e971ca |
| institution | Directory Open Access Journal |
| issn | 2045-7758 |
| language | English |
| last_indexed | 2024-12-21T20:01:43Z |
| publishDate | 2021-04-01 |
| publisher | Wiley |
| record_format | Article |
| series | Ecology and Evolution |
| spelling | doaj.art-c473bcab0de9407097d2507298e971ca2022-12-21T18:51:57ZengWileyEcology and Evolution2045-77582021-04-011183636364510.1002/ece3.7321You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experienceBonnie M. McGill0Madison J. Foster1Abagael N. Pruitt2Samantha Gabrielle Thomas3Emily R. Arsenault4Janaye Hanschu5Kynser Wahwahsuck6Evan Cortez7Kaci Zarek8Terrance D. Loecke9Amy J. Burgin10Kansas Biological Survey University of Kansas Lawrence KS USAKansas Biological Survey University of Kansas Lawrence KS USAKansas Biological Survey University of Kansas Lawrence KS USAKansas Biological Survey University of Kansas Lawrence KS USAKansas Biological Survey University of Kansas Lawrence KS USAKansas Biological Survey University of Kansas Lawrence KS USAKansas Biological Survey University of Kansas Lawrence KS USAKansas Biological Survey University of Kansas Lawrence KS USAKansas Biological Survey University of Kansas Lawrence KS USAKansas Biological Survey University of Kansas Lawrence KS USAKansas Biological Survey University of Kansas Lawrence KS USAAbstract As we build a more diverse, equitable, and inclusive culture in the ecological research community, we must work to support new ecologists by empowering them with the knowledge, tools, validation, and sense of belonging in ecology to succeed. Undergraduate research experiences (UREs) are critical for a student's professional and interpersonal skill development and key for recruiting and retaining students from diverse groups to ecology. However, few resources exist that speak directly to an undergraduate researcher on the diversity, equity, and inclusion (DEI) dimensions of embarking on a first research experience. Here, we write primarily for undergraduate readers, though a broader audience of readers, especially URE mentors, will also find this useful. We explain many of the ways a URE benefits undergraduate researchers and describe how URE students from different positionalities can contribute to an inclusive research culture. We address three common sources of anxiety for URE students through a DEI lens: imposter syndrome, communicating with mentors, and safety in fieldwork. We discuss the benefits as well as the unique vulnerabilities and risks associated with fieldwork, including the potential for harassment and assault. Imposter syndrome and toxic field experiences are known to drive students, including students from underrepresented minority groups, out of STEM. Our goal is to encourage all students, including those from underrepresented groups, to apply for UREs, build awareness of their contributions to inclusion in ecology research, and provide strategies for overcoming known barriers.https://doi.org/10.1002/ece3.7321diversityecologyequityinclusionundergraduate research experience |
| spellingShingle | Bonnie M. McGill Madison J. Foster Abagael N. Pruitt Samantha Gabrielle Thomas Emily R. Arsenault Janaye Hanschu Kynser Wahwahsuck Evan Cortez Kaci Zarek Terrance D. Loecke Amy J. Burgin You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience Ecology and Evolution diversity ecology equity inclusion undergraduate research experience |
| title | You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience |
| title_full | You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience |
| title_fullStr | You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience |
| title_full_unstemmed | You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience |
| title_short | You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience |
| title_sort | you are welcome here a practical guide to diversity equity and inclusion for undergraduates embarking on an ecological research experience |
| topic | diversity ecology equity inclusion undergraduate research experience |
| url | https://doi.org/10.1002/ece3.7321 |
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