A NOVEL APPROACH TO IMPROVING GEOSCIENCE DIVERSITY AND PARTICIPATION IN KANSAS: THE GEOSCIENCE CAREER AMBASSADOR TRAINING (GEOCAT) WORKSHOPS

The nature of the diversity problem in geosciences is complex, and a solution has been elusive. Lack of pre-college exposure to the geosciences, inadequate teacher preparation, stereotype threat, imposter syndrome, perception of decreased societal contribution, lack of interest in the geosciences, and lack of knowledge of clear career paths are some of the factors that have contributed to this complexity. Many programs have been developed to improve diversity at small and large scales, the most successful of which are collaborations with local committed group of scientists and professionals who are supported by institutions and agencies.

Studies have shown that recruitment approaches that stress attributes such as positive undergraduate experience, desire to work outdoors, and family influences are viewed positively by a majority of current geoscientists. But such attributes may not necessarily be valued as highly by racially and ethnically diverse students. Informing students of the wide variety of geoscience career opportunities and the various geoscience career paths, beyond those traditionally associated with the geosciences, may work best with minorities.

In our efforts to achieve the goal of diversifying the future geoscience workforce in Kansas, we have designed the Geosciences Careers Ambassador Training (GeoCAT) Workshops, that will help minority serving teachers and advisors and 4-H volunteers develop the knowledge to become advocates for geosciences careers. While many previous efforts have focused on engaging students in geoscience research opportunities, our emphasis is on geoscience career learning and professional development of educators who help introduce students to geosciences. The numbers of diverse students that the GeoCAT ambassadors will then subsequently reach in the years afterward has the potential to count in the thousands.

The GeoCAT project is based on building a network of ambassadors focused on broadening participation in the geosciences, providing educators with the leadership skills necessary to lead a cultural change and supporting them in developing individualized plans for enacting change. Diverse perspectives drive innovation and thus our results will be important in Kansas, or other regions that contain industries reliant on geoscience expertise.