TRACKING THE LIVED EXPERIENCES OF UNDERGRADUATE GEOSCIENTISTS ENGAGED IN RESEARCH TO ASSESS THE SUCCESS OF INCLUSIVE PROJECT DESIGN

Recent studies have shown that scientists belonging to minoritized groups in STEM innovate at high rates; yet, recruitment and retention of students from underrepresented backgrounds in geosciences remains low, damping innovation in the field. Field and research experiences are integral components of a geoscientist’s early academic career; however, these opportunities are not equally accessible to all. This research presents the early results of an ethnographic study, integrating qualitative and quantitative data, which assesses the efficacy of a new model for accessible undergraduate geoscience research that incorporates: (1) a short, focused field campaign, in which students are compensated for their work, equipment, and travel expenses, and (2) the opportunity to analyze the collected field data at their home institutions. We present the experiences of a cohort of 11 participating students from The University of New Mexico- Gallup (a 2-year community college), University of New Orleans (a 4-year program with a large fraction of non-traditional undergraduate students), Georgia Southern University (a 4-year state school), and Denison University (a 4-year liberal arts college), shared through surveys and interviews. We use the hybrid narrative of lived student experiences and quantitative data to assess effectiveness of this project design as a method of recruiting and retaining a diverse cohort of undergraduate researchers in STEM and/or the geosciences. Data spans the period before and during the COVID-19 pandemic in the continental U.S.