You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience.

Bonnie M Mcgill,Kynser Wahwahsuck,Kaci Zarek,Emily R Arsenault,Evan Cortez,Amy J Burgin,Madison J Foster,Abagael N Pruitt,Samantha Gabrielle Thomas,Terrance D Loecke,Janaye Hanschu

doi:10.1002/ece3.7321

Bonnie M Mcgill, Kynser Wahwahsuck + Show 9 more

Open Access

https://doi.org/10.1002/ece3.7321

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Abstract

As we build a more diverse, equitable, and inclusive culture in the ecological research community, we must work to support new ecologists by empowering them with the knowledge, tools, validation, and sense of belonging in ecology to succeed. Undergraduate research experiences (UREs) are critical for a student's professional and interpersonal skill development and key for recruiting and retaining students from diverse groups to ecology. However, few resources exist that speak directly to an undergraduate researcher on the diversity, equity, and inclusion (DEI) dimensions of embarking on a first research experience. Here, we write primarily for undergraduate readers, though a broader audience of readers, especially URE mentors, will also find this useful. We explain many of the ways a URE benefits undergraduate researchers and describe how URE students from different positionalities can contribute to an inclusive research culture. We address three common sources of anxiety for URE students through a DEI lens: imposter syndrome, communicating with mentors, and safety in fieldwork. We discuss the benefits as well as the unique vulnerabilities and risks associated with fieldwork, including the potential for harassment and assault. Imposter syndrome and toxic field experiences are known to drive students, including students from underrepresented minority groups, out of STEM. Our goal is to encourage all students, including those from underrepresented groups, to apply for UREs, build awareness of their contributions to inclusion in ecology research, and provide strategies for overcoming known barriers.

Highlights

Advisors play a critical role in transforming ecology into a more diverse, equitable, and inclusive field starting with their lab space and community
Resources exist for mentors with regards to how to best advise students including underrepresented minority students, e.g., Puniwai-Ganoot et al (2018) and Montgomery (2018), but few guides exist for students themselves embarking on their first research experiences in ecology that address diversity, equity, and inclusion (DEI) or interpersonal safety considerations
Equity, and inclusion matter here Because fostering a positive lab culture is critical to the safety and productivity of all researchers (Chaudhary and Berhe 2020), we begin with a discussion of the importance of supporting DEI in doi:10.20944/preprints202011.0342.v1

Summary

Introduction

Advisors play a critical role in transforming ecology into a more diverse, equitable, and inclusive field starting with their lab space and community. Diversity is the variety of social identity groups, experiences, and worldviews that are present in a group of individuals; equity is equal treatment and access to resources and elimination of barriers; and inclusion is creating an environment that embraces differences and welcomes, respects, and values any individual or group (UC Berkeley Division of Equity and Inclusion 2015). Correcting this disparity should be a priority for ecology, to ensure basic equity and justice for underrepresented groups. We provide interpersonal considerations for students from both underrepresented and non-underrepresented groups for getting the most out of a URE and in building DEI in ecology

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