Examining How Student Identities Interact with an Immersive Field Ecology Course and its Implications for Graduate School Education

One of the central issues in ecology is the underrepresentation of individuals from diverse backgrounds. This underrepresentation starts at the undergraduate level and continues into graduate programs, contributing to a need for more diversity in the discipline. We hypothesize that the interplay of...

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Bibliographic Details
Published in:CBE life sciences education 2024-12, Vol.23 (4), p.ar44
Main Authors: Saha, Sriparna, McKenzie, Valerie, Emery, Nancy, Resasco, Julian, Taylor, Scott, Krishnan, Sandhya, Corwin, Lisa
Format: Article
Language:English
Subjects:
Curriculum
Ecology - education
Education, Graduate
Female
Humans
Male
Schools
Special Issue on Equity, Inclusion, Access, and Justice
Students
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Summary:One of the central issues in ecology is the underrepresentation of individuals from diverse backgrounds. This underrepresentation starts at the undergraduate level and continues into graduate programs, contributing to a need for more diversity in the discipline. We hypothesize that the interplay of students' identities and contextual factors influence how students perceive their sense of belonging in a field-based discipline. We present findings from a 2-yr evaluation of a pregraduate school field program, FIRED UP (Field-Intensive Research Emphasizing Diversity UP in the alpine), where students interacted with a curriculum focused on building field skills and cohort bonding. Students provided feedback through surveys and interviews conducted at various phases throughout the program. Using the Phenomenological Variant Ecological Systems Theory, we present our interview results in three cases describing differing student outcomes regarding belonging which allows us to give voice and weight to students with more critical and constructive perspectives. Thus, the results of this study can be used to critically examine field-based educational program design to maximize the ability of programs to respond to diverse student needs. The broader implications of this work address how to approach pregraduate school training and cohort building that supports students marginalized in science, technology, engineering and mathematics (STEM) disciplines as they enter graduate school.
ISSN:1931-7913
1931-7913
DOI:10.1187/cbe.24-02-0080