DIVERSITY, EQUITY, AND INCLUSION IN THE FIELD: EXPERIENCES AND LESSONS LEARNED FROM THE STUDENT PERSPECTIVE

For most graduate students in the geosciences, field work is an integral part of degree attainment. However, students from historically excluded groups (HEGs) face a “hostile obstacle course” full of barriers that limit the ability to succeed (Berhe et al. 2021) when compared to their peers; these obstacles hamper the probability of achieving a successful field campaign. Students may be disadvantaged due to the field's insensitivity to their disability, excluded from comfort because of their gender or sexual orientation, or lack a sense of security or belonging because of their racial or ethnic identity. Despite the difficulties these adversities cause, field experiences are a necessary part of many undergraduate and graduate degrees, so students from HEGs do their best to persevere through the storm. The purpose of this panel is to provide insight on the importance of centering diversity, equity, and inclusion at the core of fieldwork from the perspective of five graduate student fellows in the FIELD Fellowship Program. The panel will discuss how students from HEGs in the geosciences have successfully navigated field experiences, the benefits of equitable and inclusive field programs, and recommendations for students and practitioners in the field.

Berhe, A.A., Barnes, R.T., Hastings, M.G. et al. Scientists from historically excluded groups face a hostile obstacle course. Nat. Geosci. 15, 2–4 (2022).