Teaching Race, Class, and Cultural Issues in Earth Sciences to Enhance Multicultural Education Initiatives

Abstract

The perspectives of people of color continue to be largely underrepresented in earth science texts and curricula. In recent years, as part of an effort to make geoscience and other science disciplines more inclusive of diverse experiences, Vanderbilt University and the American Geological Institute launched multicultural education initiatives. The author's implementation of these initiatives in introductory earth and environmental science courses at Vanderbilt and Oberlin College indicates that with proper preparation and pre-assessment of student expectations, geoscience courses can be effectively taught with supplementary material reflecting minority group frames of reference. Challenges to be faced include balancing social and physical science content in geoscience courses and dealing with sensitive issues involving race and class. Experience indicates that inclusion of environmental justice oriented content may not effectively attract and retain students of color from non-science disciplines. Multicultural course content should be used as a means to recognize the significance of minority involvement within the discipline.