THE IMPACT OF FIELD LEARNING ON DEGREE PERSISTENCE AND PROFESSIONAL PATHWAYS FOR STUDENTS WITH DISABILITIES IN THE GEOSCIENCES (Invited Presentation)

Field work in the geosciences is an integral part of many geoscience students academic training, and often a source of personal and professional growth as well. Field experiences are where many students begin to develop identities as geoscience practitioners and satisfy the requirements for advancement within the discipline. More than 20% of adults in the United States identify as having a disability; a statistic that holds across all racial and gender demographics. Yet many geoscience departments continue to disallow participation by students with disabilities in field trips. Institutional policies, social norms, and physical/environmental challenges all present barriers to participation for students with disabilities, and there is a growing call for more inclusive field experiences.

Taking students with disabilities in the field can require the consideration of many aspects including specifics as to the means and level of participation in field activities, accessible lodging and transportation, and how to cultivate a healthy social dynamic across physical ability levels. The exclusion of students from these experiences is a key factor in some students with disabilities decisions to abandon the discipline. But the positive impact of disability-inclusive field experiences are significant contributors to academic persistence and feelings of belonging in the geosciences. Based on an evaluation of accessible field courses as well as personal experience undertaking field research as a person with a physical disability, this presentation will explore the impact of field experiences on progression through geoscience academic and career pathways, and best practices for fostering inclusive learning communities in field learning environments. Persistent barriers to academic and career advancement such as requiring inaccessible field courses for degree completion and professional licensure will be discussed in the context of creating more equitable and supportive career pathways that are more reflective of the diverse array of academic and career pathways in the geosciences.