PATHWAYS TO THE GEOSCIENCES AND THE ROLE OF AMBASSADORSHIP: A CASE STUDY

Historically, the power dynamics and hierarchies of those who work and perform research in geosciences have been largely shaped by factors including race and ethnicity, gender, disability, and socioeconomic status. With the area of study being dominated by those who are white, male, and from affluent backgrounds, there is a glaring lack of representation of marginalized groups. These demographic disparities create systemic inequities and barriers that disproportionately affect marginalized groups, leading to more difficult, and often uncertain, pathways to the discipline. Here, I present my personal experiences as a case study of how some marginalized peoples’ backgrounds can influence their journeys into the geosciences by reflecting on the unique challenges I have faced on my path as a result of (1) ethnicity; (2) geographic background; (3) disability; (4) socioeconomic status; and (5) gender and sexuality. I also emphasize the importance of early college programs—specifically, the mentorship they can provide—in guiding me toward the field. Finally, I demonstrate that through an ambassadorship program for undergraduate and graduate students, I gained the space in my academic career to reflect on my pathway and the barriers I faced, which I hope to help address. In this community-focused space, I shared experiences and ideas with peers and near-pear graduate students facing similar challenges, empowering me to think towards action and to start designing the changes that I wanted to see. I offer my personal perspectives on how such programs may have the potential to impact historically marginalized groups to foster more diverse, inclusive, and intersectional communities in the geosciences.