Background/Question/Methods Science is developed and practiced within social constructs. One outcome that is overlooked in the scientific community but acknowledged in the social sciences is that scientific values and knowledge production frequently omit the contributions and experiences of non-white people, especially those of Black women. This is problematic because cultural and social barriers are exacerbated in disciplines such as ecology that have chronically low participation of Black, Indigenous, and People of Color (BIPOC). Although underappreciated by many within the scientific establishment, narratives from BIPOC depict lived experiences that can challenge traditional paradigms and raise awareness of institutional practices that contribute to marginalization and underrepresentation. It is increasingly documented that low racial diversity in STEM, including ecology, is strongly attributable to low retention of BIPOC and not recruitment, and that deficit approaches poorly explain low retention. Developing intersectional interventions, increasingly valued in STEM, benefits from the perspectives and experiences of BIPOC who have been retained, or survived, in institutions that are documented to provide minimal support for their success. Results/Conclusions I will present results from a literature review that identifies barriers to retention of BIPOC students and faculty in ecology, and I will advocate for intersectional interventions. Pathways to improve retention of BIPOC in ecology include abandonment of color-blind interventions, changes in institutional reward structures, promotion of self-efficacy for BIPOC students, and development of culturally sensitive curriculum. To eliminate disparities and support diverse participation, all ecologists must be aware of, understand, and be willing to remove institutionally embedded cultural and social biases in ecology.
