The intersections of identity and persistence for retention in ecology and environmental biology with personal narratives from Black women
The intersections of identity and persistence for retention in ecology and environmental biology with personal narratives from Black women
复制标题
生态学和环境生物学中保留的身份和持久性与黑人女性的个人叙述的交叉点
DOI：
10.1080/10899995.2022.2154935
复制
发表时间：
2023
影响因子：
--
通讯作者：
Miriti, Maria N.
中科院分区：
文献类型：
--
作者：
Woods, Natasha N.;Leggett, Zakiya H.;Miriti, Maria N.
生态和环境 (EE) 生物学中黑人原住民和有色人种 (BIPOC) 的代表性较低。由于没有充分考虑学生的生活经历和他们所获得的学术支持、同伴社区支持、指导和领导力发展之间的交叉点，电子工程领域的学位完成和职业安置往往会失败。这些属于地球科学领域的学科的人口构成与更广泛的社会的构成不同，并且这种情况将持续下去，直到与主流文化相关的偏见得到纠正。缺乏多元化的代表性使有色人种的年轻人无法想象自己在电子工程职业中的形象，这导致他们不追求电子工程项目、专业和职业安置。作为黑人生态学家，我们分享的叙述包括我们从本科生、研究生和博士后职位的个人经历中获得的经验教训，强调支持我们成功招聘到当前学术职位的经验。自始至终，我们都强调 EE 中身份和持久性的交叉点。我们断言，促进 EE 多元化参与的色盲干预措施不足以影响 BIPOC 参与的有意义增加。我们强调多元化导师、机构支持以及跨多个机构对多元化的机构承诺的价值。此外，我们还提供建议以支持 BIPOC 学生在 EE 和地球科学领域的保留。提高 EE 的多样性将涉及重新评估生态学家和环境生物学家的定义、支持 BIPOC 在所有职业阶段保留的干预措施，以及对 EE 教育和现场经验中的文化偏见进行批判性评估。
Ecology and environmental (EE) biology has low representation of Black Indigenous and People of Color (BIPOC). Degree completion and career placement in EE often fail due to poor consideration of the intersections among student lived experiences and the academic support, peer community support, mentoring, and leadership development that they receive. The demographic composition of these disciplines, which are situated within the geosciences, differs from the composition of the broader society and will continue to do so until biases associated with the dominant culture are remedied. Lack of diverse representation leaves young people of color unable to visualize themselves in EE careers, which contributes to their not pursuing EE programs, majors, and career placement.As Black ecologists, we share narratives that include lessons gained from our individual journeys through undergraduate, graduate, and postdoctoral positions emphasizing experiences that supported our successful recruitment into our current academic positions. Throughout, we emphasize intersections of identity and persistence in EE. We assert that colorblind interventions to promote diverse participation in EE will be inadequate to affect meaningful increases in BIPOC participation. We highlight the value of diverse mentors, institutional support, and institutional commitment to diversity across multiple institutions. Additionally, we offer recommendations in support of BIPOC student retention in EE and the geosciences. Increasing diversity in EE will involve reassessment of how ecologists and environmental biologists are defined, interventions that support BIPOC retention at all career stages, and critical assessment of cultural biases in EE education and field experiences.
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DOI：
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发表时间：
2002
期刊：
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作者：
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影响因子：
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作者：
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DOI：
--
发表时间：
1993
期刊：
影响因子：
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作者：
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