UNDERSTANDING PERCEPTIONS OF GEOSCIENCE PROFESSIONALS AND CAREERS RELATED TO THE GEOSCIENCES AMONG PREDOMINATELY MARGINALIZED HIGH SCHOOL YOUTH

Diversity outreach programs are essential in the effort to broaden participation in the geosciences. They provide an important introduction to the field and often incorporate best practices to engage female and minority students through academic instruction and field experiences. Due to the lack of visibility and exposure of professional role models in geoscience, programs that explicitly expose youth participants to career pathways and overall familial, community, and societal impact provide a more holistic understanding of the field and the participant’s potential future. If the ultimate goal of a youth outreach program is to help diversify the geosciences by teaching an earth science curriculum in hopes of creating interest in students, it is just as important to understand the perceptions that youth have of geoscience professionals and related careers. This information allows programs to deliver an effective introduction to the field of geoscience at a level that all student participants understand. Programmatic adjustments made using this type of data will aid in the holistic understanding of professional paths and influence one may have if they choose to enter the field of geoscience.

This study examines the perceptions of geoscience professionals and careers related to geoscience for underserved and underrepresented rural and inner-city students that attend high minority schools. Demographically the GeoFORCE Texas diversity outreach program at the University of Texas at Austin serves populations that are underrepresented in the geosciences (>80% self-identify as racial/ethnic minorities, >60% self-identify as female). Quantitative pre- and post- surveys were used to evaluate a student’s experience with professionals in the field and their perceptions of importance and day-to-day career-related activities. Results indicate that most students met geoscientists for the first time during their GeoFORCE 9^th grade summer academy. Responses also show a large increase in the understanding of day-to-day activities of a geoscientist after 1 week in the program. This presentation will help program administrators understand the importance of incorporating career-related content into youth engagement activities and provide creative ways to execute these discussions.