Author(s):
Need: The Undergraduate Network for Increasing Diversity of Ecologists (UNIDE) focuses on identifying socio-cultural bias in disciplinary knowledge and developing research-informed teaching practices and interventions to increase diversity of ecologists. Literature and our diverse BIPOC focus group work has outlined disciplinary barriers that affect recruitment and retention of BIPOC students in environmental careers. BIPOC representation in ecology is low, and current environmental problems that greatly affect communities of color underscore the urgency for culturally responsive pedagogy to diversify the environmental workforce.Guiding Questions: We recruited professionals experienced in engaging BIPOC students in environmental coursework along with a STEM BIPOC Student Advisory Board. We created six pedagogy subgroups to facilitate development, vetting, and testing of culturally responsive teaching practices. In the initial stages of this work, the subgroups have focused on collecting relevant literature; evaluating classroom and field-related barriers to BIPOC participation/retention; investigating assessment tools; reviewing ecology and environmental biology syllabi; developing novel pedagogy tools vetted by BIPOC students and faculty; and dissemination.Outcomes: Results show alignment between BIPOC student/faculty experiences and the literature on barriers and effective methods to attract and retain BIPOC students interested in studying nature. For culturally-responsive pedagogy, faculty should prioritize addressing the power dynamics in science and engaging with students’ lived experiences. Course learning outcomes should support students’ sense of important environmental topics and research sites. Instructors need to appreciate the students’ multiple ways of relating to the environment and incorporate student’s assets into teaching practices. Course materials that portray BIPOC scientists and cultural approaches to environmental study are also necessary to develop a needed sense of belonging in BIPOC science student identity. Creating syllabi that focus on culture and place interactions with course topics encourages essential multidimensional learning in ecology and environmental science. Broader Impacts: The UNIDE pedagogy subgroups will provide comprehensive vetting of novel culturally-responsive teaching tools that are validated by the literature, as well as by BIPOC students and practicing environmental professionals of color.
Coauthors
Maria Miriti, Ohio State University, Columbus, Ohio; Carmen Cid, Eastern Connecticut State University, Willimantic, Connecticut
