ED044
Revamping Our Geo-Village: Diversity, Equity, and Inclusion Strategies That Contribute to Retention

Session ID#: 80880

Session Description:
Institutional barriers can suggest to women and underrepresented minorities that they do not belong. Persistent challenges and biases continue to limit professional development, retention, and advancement, and likely dissuade others from pursuing STEAM careers. Changing the social norms in our field is a relevant retention strategy, with retention being a potential gauge for Diversity, Equity, and Inclusion (DEI). Achieving true DEI in the Earth and Planetary Sciences requires intentional change and resilient change agents (a village). We welcome DEI strategies, projects, and best practices that create an accessible and inclusive culture, contributing to professional development and retention in your institution or workplace, specifically, but not limited to:

  • Professional development initiatives for women and underrepresented minorities and/or early- and mid-career researchers;
  • Mentoring and/or sponsoring programs;
  • Efforts towards equal pay, hiring transparency, clear promotion/tenure review guidelines;
  • Creating an inclusive culture valuing and amplifying different backgrounds, which is the core of diversity.
Index Terms:

0850 Geoscience education research [EDUCATION]
0855 Diversity [EDUCATION]
6344 System operation and management [POLICY SCIENCES & PUBLIC ISSUES]
6630 Workforce [POLICY SCIENCES & PUBLIC ISSUES]

Primary Convener:  Rocio P Caballero-Gill, George Mason University, Fairfax, VA, United States
Conveners:  Frances Rivera-Hernandez, Dartmouth College, Department of Earth Sciences, Hanover, NH, United States, Lina C Pérez-Angel, University of Colorado at Boulder, Geological Sciences, Boulder, CO, United States and Amy Myrbo, University of Minnesota, Minneapolis, MN, United States
Primary Liaison:  Frances Rivera-Hernandez, Dartmouth College, Hanover, NH, United States
 
The Tulane GeoLatinas Local Team: Making geoscience inclusive for Latinas and everyone. (499735)
Nicole M Gasparini1, Betina Brockamp2, Maricel Beltrán Burgos2, Samantha Hilburn2, Sabrina Martinez3, Udita Mukherjee1, Sarah Jaye C Oliva1, Thi Quan Hoang Pham4 and Diana Carolina Hurtado Pulido2, (1)Tulane University of Louisiana, New Orleans, LA, United States, (2)Tulane University, New Orleans, United States, (3)University of Houston, Houston, TX, United States, (4)Rutgers University New Brunswick, Geological Sciences, New Brunswick, NJ, United States
 
Diversity and Inclusion Strategies for Undergraduate Field Camp Experiences (500477)
Elisabeth Gallant, University of South Florida, School of Geosciences, Tampa, FL, United States
 
The Value of Role Models in Retaining Undergraduate Women in the Geosciences (508555)
Rebecca T Barnes1, Paul R Hernandez2, Brittany Bloodhart3,4, Amanda S Adams5, Melissa A Burt3, Sandra Clinton6, Wendi Du7, Elaine Savageau Godfrey5, Heather Henderson8, Ilana B Pollack9 and Emily V Fischer10, (1)Colorado College, Colorado Springs, CO, United States, (2)Texas A&M University College Station, Department of Teaching, Learning, and Culture, College Station, WV, United States, (3)Colorado State University, Fort Collins, CO, United States, (4)California State University San Bernardino, Department of Psychology, San Bernardino, CA, United States, (5)University of North Carolina at Charlotte, Charlotte, NC, United States, (6)University of North Carolina at Charlotte, Department of Geography & Earth Sciences, Charlotte, NC, United States, (7)West Virginia University, Morgantown, United States, (8)West Virginia University, Department of Learning Sciences and Human Development, Morgantown, WV, United States, (9)Colorado State University, Atmospheric Science Department, Ft. Collins, CO, United States, (10)Colorado State University, Atmospheric Science, Fort Collins, CO, United States
 
ADVANCEGeo Partnership: Empowering geoscientists to transform workplace climate through bystander intervention and research ethics training (Invited) (513492)
Erika Marin-Spiotta, University of Wisconsin Madison, Madison, WI, United States, Rebecca T Barnes, Colorado College, Colorado Springs, CO, United States, Asmeret Asefaw Berhe, UC Merced, Merced, CA, United States, Meredith Galanter Hastings, Brown University, Department of Earth, Environmental and Planetary Sciences, and Institute at Brown for Environment and Society, Providence, RI, United States, Allison Mattheis, California State University Los Angeles, Los Angeles, CA, United States, Blair Schneider, University of Kansas, Center for STEM Learning; Kansas Geological Survey, Lawrence, KS, United States, Billy M Williams, American Geophysical Union, Washington, DC, United States and Christine Fabian Bell, University of Wisconsin Madison, LEAD Center, Madison, United States
 
Social media as a platform for promoting experiences of women in science and leveling the playing field (514212)
Erin Lee Martin1, Derya Gürer2 and Christopher J Spencer1, (1)TravelingGeologist, Perth, WA, Australia, (2)University of Queensland, School of Earth and Environmental Sciences, Brisbane, Australia
 
Considering Intergroup Emotions to Improve Diversity and Inclusion in the Geosciences (537915)
Viranga Perera1, Chris Mead2, Kaatje Van Der Hoeven Kraft3, Sabine Stanley4, Steven Semken5, Jenefer Husman6, Regupathi Angappan4, Shannon MacKenzie1, Ankit Barik4 and Sanlyn Buxner7,8, (1)Johns Hopkins University Applied Physics Laboratory, Laurel, MD, United States, (2)Arizona State University, Center for Education Through Exploration, School of Earth and Space Exploration, Tempe, AZ, United States, (3)Whatcom Community College, Department of Sciences, Bellingham, WA, United States, (4)Johns Hopkins University, Department of Earth and Planetary Sciences, Baltimore, MD, United States, (5)Arizona State University, School of Earth and Space Exploration, Tempe, AZ, United States, (6)University of Oregon, College of Education, Eugene, OR, United States, (7)Planetary Science Institute, Tucson, AZ, United States, (8)University of Arizona, Teaching, Learning, and Sociocultural Studies, Tucson, AZ, United States
 
The #SafeAtWork Campaign: a graduate student effort to end sexual violence in STEM (552011)
Raquel Bryant, University of Massachusetts Amherst, Department of Geosciences, Amherst, MA, United States, Nigel Allen Golden, University of Massachusetts Amherst, Department of Environmental Conservation, Amherst, MA, United States, Christie LC Ellis, University of Massachusetts Amherst, Department of Chemistry, Amherst, MA, United States, Cecile Florence Yezou, University of Massachusetts Amherst, W. E. B. DuBois Department of Afro-American Studies, Amherst, MA, United States, Abby Vander Linden, University of Massachusetts Amherst, Graduate Program in Organismic and Evolutionary Biology, Amherst, MA, United States and Joelle Labastide, American Association for the Advancement of Science Washington DC, Washington, DC, United States
 
An Instrument for Cultural Change at the Center for Astrophysics | Harvard & Smithsonian: Correcting the Lens of the Great Refractor (555039)
Christine Crowley1, Rodolfo Montez1 and Gonzalo Gonzalez Abad2, (1)Harvard-Smithsonian Center for Astrophysics, Cambridge, United States, (2)Center for Astrophysics, Cambridge, MA, United States
 
National Science Foundation Investments Toward Creating an Equitable and Diverse Geoscience Community (Invited) (555680)
Aisha R. Morris and Margaret L Fraiser, National Science Foundation, Alexandria, VA, United States
 
Increasing Diversity, Equity, and Inclusion in Two-Year College Geoscience: Lessons Learned from the SAGE 2YC Project (556520)
John Robert McDaris, University of Minnesota Twin Cities, Earth and Environmental Sciences, Minneapolis, MN, United States, Heather Macdonald, College of William & Mary, Williamsburg, VA, United States, Carol J Ormand, Science Education Resource Ctr, Northfield, MN, United States, Ellen A R Iverson, Carleton College, SERC, Northfield, MN, United States, Eric M Baer, Highline College, Physical Science, Des Moines, WA, United States, Jan Hodder, University of Oregon, Eugene, OR, United States and Norlene Emerson, U. of Wisconsin - Richland, Richland Center, WI, United States
 
Body metaphors in field geology: implications for gender- or sex- based harassment (599426)
Tamara Pico, Harvard University, Earth and Planetary Sciences, Cambridge, MA, United States
 
Creating new pathways to geosciences and relieving bottlenecks in mathematics by teaching College Algebra in a geoscience context (604696)
Casey Morrisroe Saup1, Rebekah Aduddell2, Ji-Eun Kim3, Theresa Jorgensen2, W. Ashley Griffith1 and Elizabeth M Griffith4, (1)Ohio State University Main Campus, Columbus, OH, United States, (2)The University of Texas at Arlington, Mathematics, Arlington, TX, United States, (3)The Ohio State University, School of Earth Sciences, Columbus, OH, United States, (4)Ohio State University, School of Earth Sciences, Columbus, OH, United States
 
Results from Pilot of Anti-Harassment/Discrimination Curriculum Suggests It Hits Home with Undergraduate Geoscience Students (609335)
Michael Hubenthal, Incorporated Research Institutions for Seismology, Seattle, WA, United States, Daphne S LaDue, University of Oklahoma, Norman, OK, United States and Martin A Snow, University of Colorado Boulder, Boulder, CO, United States
 
Diversity, Equity, & Inclusion initiatives in Earth Sciences at the University of Michigan (611865)
Selena Y Smith1, Jena E Johnson1, Naomi E. Levin2, Gregory Dick1, Jenna Munson1, Brian K Arbic2 and Rebekah Stein3, (1)University of Michigan Ann Arbor, Earth and Environmental Sciences, Ann Arbor, MI, United States, (2)University of Michigan, Earth and Environmental Sciences, Ann Arbor, MI, United States, (3)University of Michigan Ann Arbor, Ann Arbor, MI, United States
 
Application of a new mental health surveying method for graduate student populations with implications for the Earth and Space Science community. (620602)
Jocelyn Fuentes1, Aleyda M Trevino2, Anna Rose Waldeck2 and Paul Barreira2, (1)Harvard University, Department of Earth and Planetary Sciences, Cambridge, MA, United States, (2)Harvard University, Cambridge, MA, United States
 
Efforts to Establish a University-Wide Graduate Learning Outcome to Promote DEI Competency Among STEM Graduate Students (627698)
Alisa Kotash, Hannah Marie Rolston, Amber Kramer and Mike Vignal, Oregon State University, Corvallis, OR, United States
 
Cultivating a Cohort of Change Agents: Launching Diversity and Inclusion in the Geosciences Curricula at Stanford University (629334)
Emily Cardarelli, Stanford University, Earth System Science, Stanford, CA, United States and Katerina R Gonzales, Stanford University, Stanford, CA, United States
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