EXPLORING THE IMPORTANCE OF SOCIAL CAPITAL FOR GEOSCIENTISTS WITH COGNITIVE DISABILITIES

No mentoring relationship is perfect. Yet each can be also crucial for developing a sense of belonging and satisfaction in one’s chosen career path. Mentoring relationships are a key source of social capital for aspiring and professional geoscientists. Existing and ongoing research on broadening participation in the geosciences has emphasized the importance of mentoring relationships for individuals from underrepresented groups, however, such relationships can be intimidating and fraught with challenges. Moreover, among underrepresented groups, geoscientists with cognitive disabilities have not received as much attention as some others.

In this exploratory study, we are looking at a subset of responses to a national survey focusing on the relationship between mentoring and diversity in STEM. Our subset includes those individuals who indicated that they have a cognitive impairment that has a substantial and adverse effect on their ability to carry out educational or career activities. For this project, we further restricted the sample to only those who identified as having a learning disability, dyslexia, ADD, or ADHD. While the sample is relatively small, these survey data provide a powerful opportunity to give voice to a group that has not typically been incorporated into past discussions on diversity in the geosciences. Data analyses report responses to items related to sense of belonging, career satisfaction, as well as the nature and strength of a relationship with a significant mentor. Conclusions highlight directions for future research.