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This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Document Type
Chapter
Publication Date
2018
Abstract
The geosciences as an allied group of fields touch virtually all aspects of the human enterprise: locating and providing water, energy and mineral resources; assuring a safe and resilient environment for civilization; and providing an understanding of how the Earth system functions today, in the past and into the future. Given how the geosciences touch the lives of all people, it should also be a field that is representative of all people, but this is not yet the case. Especially with the global importance of the geosciences growing and the geoscience workforce projected to encounter shortfalls of qualified practitioners in the coming decades, it is imperative that the geoscience education research community frame and investigate central questions that can help increase the diversity of the geosciences at all levels. We must find ways to attract all kinds of students, especially those from under-represented groups to our sciences and build programs, experiences and careers in which they thrive. The research challenges proposed in this chapter focus on two essential and interdependent perspectives (1) the point of view of the individual students, faculty and professionals as they manage their own internal balance of identities as they traverse curricula, programs and career pathways, and (2) a view that captures system-wide interactions around the individuals at all stages, including family, culture, department, university and society.
Recommended Citation
Riggs, Eric M.; Callahan, Caitlin; and Brey, Jim (2018). "Research on Access and Success of Under-Represented Groups in the Geosciences". In St. John, K (Ed.) (2018). Community Framework for Geoscience Education Research. National Association of Geoscience Teachers. Retrieved from https://doi.org/10.25885/ger_framework/6
