You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience.
You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience.
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DOI：
10.1002/ece3.7321
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发表时间：
2021-04
影响因子：
2.6
通讯作者：
Burgin AJ
中科院分区：
文献类型：
--
作者：
McGill BM;Foster MJ;Pruitt AN;Thomas SG;Arsenault ER;Hanschu J;Wahwahsuck K;Cortez E;Zarek K;Loecke TD;Burgin AJ
当我们在生态研究界建立一个更加多样化，公平和包容的文化时，我们必须努力支持新的生态学家，赋予他们知识，工具，验证和生态归属感，以取得成功。本科研究经验（URES）是学生的专业和人际交往能力的发展和关键招聘和留住学生从不同的群体生态学的关键。然而，很少有资源存在，直接向本科研究人员的多样性，公平性和包容性（DEI）方面着手第一次研究经验。在这里，我们主要为本科读者写作，尽管更广泛的读者，特别是URE导师，也会发现这很有用。我们解释了许多方式一个统一的好处本科研究人员，并描述如何从不同的位置的统一的学生可以有助于包容性的研究文化。我们通过DEI透镜解决了URE学生焦虑的三个常见来源：冒名顶替者综合征，与导师沟通，以及实地考察的安全性。我们讨论的好处，以及独特的脆弱性和风险与实地工作，包括潜在的骚扰和攻击。冒名顶替综合症和有毒的现场经验是众所周知的驱动器的学生，包括来自代表性不足的少数群体的学生，从干。我们的目标是鼓励所有学生，包括来自代表性不足群体的学生，申请URES，提高他们对生态学研究包容性贡献的认识，并提供克服已知障碍的策略。本科研究经历（URE）以各种方式使学生受益，包括来自STEM代表性不足群体的学生。来自不同职位的URE学生可以为包容性的研究文化做出贡献。我们通过DEI透镜解决了URE学生焦虑的三个常见来源：冒名顶替者综合征，与导师沟通，以及实地考察的安全性。
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. Undergraduate research experiences (URE) benefit students in a variety of ways, including students from underrepresented groups in STEM. 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.
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影响因子：
2.6
作者：
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Swei, Andrea
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