Collaborative Research: GEODES: Geoscience Diversity Experiential Simulations

第二部分：妇女、有色人种、LGBTIQA个人和残疾人在STEM领域，包括地球科学领域的代表性仍然不足。在地球科学领域，不同身份和背景的人缺乏多样性和包容性，无法招聘、留住和培养最优秀的人才，无法创造所有工作人员都能充分发挥其潜力的欢迎和包容的环境，从而损害了这一职业。这项研究的目的是开发和测试新的方法，帮助地球科学家更积极地包容其专业领域的多样性。特别是，这项研究的目标是创建至少10个三人地球科学家变革团队，这些团队接受培训，1)认识并管理自己的隐性偏见；2)在目睹他人的偏见时，作为社会正义倡导者进行干预；3)将关键的把关决策作为一种战略，以此作为改革本国机构的战略。为了做到这一点，该研究提出了基于证据的专业发展，使用积极的学习技术，并仔细评估有效性。变革团队将参加为期三天的研讨会，其中一天是针对每个具体目标的创新方法。第一天将提供关于内隐偏见的前沿观点，以非威胁的方式建立自我意识，并为同理心、动机和成功的自我调节提供一个经过验证的、灵活的框架。第二天将教你一个？社交闭幕？关于体制排斥的观点，侧重于作为包容/排斥决策点的关键把关过程(例如，搜索委员会、年度审查、晋升、研究生招生)，并提供启动和推动体制变革的协调一致的战略。第三天将在早期意识和激励工作的基础上，专注于为旁观者干预练习有效的习惯。这项培训的一个创新方面将是为实施各种微侵犯和排斥行为的地球科学同事创造身临其境的虚拟环境。参与者和化身之间的对话将以特定于地球科学的访谈数据为基础，并将为参与者提供一个安全的空间，以便积极采取有效的干预措施，并培养促进包容的新习惯。这项研究将评估参与者？在一年的时间里，通过讲习班后的调查和访谈，传播知识和信念，并将建立和协调指导和继续教育的同行网络。

Part 2: Women, people of color, LGBTIQA individuals, and people with disabilities continue to be underrepresented in STEM fields, including the geosciences. The lack of diversity and inclusion of people with different identities and backgrounds in the geosciences harms the profession, by failing to recruit, retain, and nurture the best talent, and create welcoming and inclusive environments where all staff can reach their full potential. The purpose of this study is to develop and test new methods for helping geoscientists become more actively inclusive of diversity in their profession. In particular, the study aims to create at least 10 three-person geoscientist change-teams who are trained to 1) recognize and manage their own implicit biases; 2) intervene as social justice advocates when witnessing the biases of others; and 3) target critical gatekeeping decisions as a strategy to transform their home institutions. To do so, the study proposes evidence-based professional development that uses active learning techniques and is carefully evaluated for efficacy. Change teams will attend a workshop that spans three days - one day of innovative methods to address each specific aim. Day 1 will give leading-edge perspectives on implicit bias to build self-awareness in a non-threatening manner, and provide a proven, flexible framework for empathy, motivation, and successful self-regulation. Day 2 will teach a ?social-closure? perspective on institutional exclusion, that focuses on key gatekeeping processes as inclusion/exclusion decision points (e.g., search committees, annual review, promotion, graduate admissions) and offers a coherent strategy to initiate and drive institutional change. Day 3 will build upon earlier awareness and motivational work to focus on practicing effective habits for bystander interventions. An innovative aspect of this training will be the creation of an immersive virtual environment of geoscience colleagues committing various microaggressions and acts of exclusion. The conversations among participants and avatars will be based on geoscience-specific interview data, and will provide participants with a safe space to actively practice effective interventions and create new habits that promote inclusion. The study will assess participants? knowledge and beliefs via surveys and interviews after the workshop over the span of a year, and will create and moderate a peer network for mentoring and continuing education.