Making Departments Diverse, Equitable, and Inclusive: Engaging Colleagues in Departmental Transformation through Discussion Groups Committed to Action

Autor/inn/en	Ormand, Carol J.; Heather Macdonald, R.; Hodder, Janet; Bragg, Debra D.; Baer, Eric M. D.; Eddy, Pamela
Titel	Making Departments Diverse, Equitable, and Inclusive: Engaging Colleagues in Departmental Transformation through Discussion Groups Committed to Action
Quelle	In: Journal of Geoscience Education, 70 (2022) 3, S.280-291 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ormand, Carol J.) ORCID (Heather Macdonald, R.) ORCID (Baer, Eric M. D.) ORCID (Eddy, Pamela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2021.1989980
Schlagwörter	Earth Science; Departments; Inclusion; Equal Education; School Culture; Educational Change; Communities of Practice; STEM Education; Diversity (Institutional); Group Discussion; Books; Clubs; Sense of Community; Journal Writing + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Department; Abteilung; Inklusion; Schulkultur; Schulleben; Bildungsreform; Community; STEM; Gruppendiskussion; Book; Buch; Monographie; Monografie; Club; Klub; Zeitschriftenaufsatz
Abstract	The geosciences have a pervasive, persistent, and deeply troubling lack of diversity, despite the availability of a suite of well-documented, research-based strategies for broadening participation in STEM (Science, Technology, Engineering, and Mathematics). The pervasiveness, persistence, and depth of the problem indicate that the lack of diversity is systemic, and is embedded in the culture of our discipline, including in the academic departments where future geoscientists are educated. Shifting the demographics of our community will therefore require changing the culture of geoscience, including within our departments. Departmental change is possible and can be accelerated intentionally. Levers for cultural change include using data to illuminate the need; incentivizing the work that closes equity gaps and builds inclusive environments; and developing a departmental community of practice committed to just, equitable outcomes. Departmental discussion groups can facilitate and support both the development of a community of practice and the ongoing work of the community, including identifying context-appropriate solutions from the research literature. The SAGE 2YC project (Supporting and Advancing Geoscience Education at Two-Year Colleges) has used discussion groups to raise awareness and understanding of the factors leading to homogeneity in the geoscience community and of the strategies for achieving equity and inclusion. SAGE 2YC participants have successfully closed or narrowed equity gaps. As scientists, we have the skills necessary to gather, analyze, and interpret relevant data and to evaluate the efficacy of strategies we implement. As humans, we have the moral and ethical responsibility to do this work to improve equity and inclusion in STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01