Professor of Ecology The Ohio State University Columbus, Ohio, United States
Background/Question/Methods Human impacts on ecological systems such as urbanization and climate change are increasingly recognized as human dimensions of ecology; however, the demographic composition of ecologists is another important component of this human dimension. Formal ecological inquiry originates and operates in social, political, and personal contexts such that the diversity of ecologists influences the scope and impact of inquiry, and the diversity of trainees. Increased participation of women, international, and first-generation scholars coincides with the expansion of applied ecology and investment in ecology education through programs such as SEEDS. Although racial diversity remains low, visibility of Black, Indigenous, and People of Color (BIPOC) in ecology is increasing with contributions that raise awareness of the value of and need for diverse perspectives in ecology. As the face of ecology continues to change, there is greater need to interrogate the relationship between race and ecological inquiry. This is especially true for considerations of the value of non-Western knowledge systems, the inequitable distribution of nature’s benefits, and cultural biases in foundational ecological knowledge. I will present an overview of and preliminary findings from ongoing, interdisciplinary research that seeks to identify cultural barriers in ecology education and promote inclusive ecology and science education and practice.
Results/Conclusions Ecology and the environment are frequently associated with white culture. Such cultural skewness is associated with attrition of BIPOC students who pursue ecology and underscores the importance of interventions that support student retention and reduction of cultural biases in ecology. Included among these is disregard of exclusionary practices or values embedded in the discipline such as the relationship between race and natural history, disregard for traditional ecological knowledge systems, and ecological understanding gained from urban environments. Collaborative research is finding that positive appreciation of the natural world and a broad interest in science are insufficient motivations for BIPOC student retention in ecology programs but connecting ecology to socially relevant issues can increase interest and may improve retention. Embracing the cultural identities of students can “give voice” to the overlooked ecological and environmental experiences of BIPOC students and permit authentic expression of diverse knowledge that can open new avenues for investigation, ultimately leading to new scientific insights.
