Student Perceptions of DEI in Conservation: An Assessment of an Undergraduate Course

Abstract

Few undergraduate courses in science, technology, engineering, and math (STEM) majors provide meaningful focus on Diversity, Equity, Inclusion, and Justice (DEIJ) or addressing biases in science. Embracing DEIJ during this stage is essential for equipping students to participate constructively in solutions to these longstanding challenges, especially as the career landscape continues to evolve. This study focuses on a course designed to address this gap by providing students with the opportunity to critically reflect on the founding principles of conservation, to understand the long term impacts that colonialism, racism, and sexism have had on the field, and to introduce students to diverse perspectives (i.e. other ways of knowing; indigenous perspectives), thus providing a more holistic understanding of the structures and influences on modern conservation. Overall, we found that students responded very positively to the course and showed strong interest in these topics, including how addressing DEIJ could impact and improve the conservation field. Our experience suggests a broad desire among students for more DEIJ content that gives them a more holistic understanding of the conservation field and provides inclusive practices that address the long-standing issues in our field.