T41 The Transformative Role of Field Instruction: Research on Student Experiences and Impacts on Persistence in the Geosciences and Career Intent through the Lens of Gender, Culture and Elements of Diversity

Monday, 26 October 2020
5:30 PM - 8:00 PM
Meeting Rooms

NORMALIZATION OF SEXISM IN GEOLOGY FIELD PROGRAMS

Paper number: T41-6
Program: Technical Sessions
Time: 6:45 PM – 7:00 PM

Authors

Abstract

Multi-week summer geology field experiences are important opportunities for undergraduate students to increase their knowledge and skills. Yet, research is increasingly documenting sexist experiences that students encounter during field programs, which may negatively impact the transformative nature of the programs. We conducted a qualitative study to investigate the following question: What sexist experiences are encountered during multi-week summer geology field programs? We conducted interviews with and collected questionnaire data from female and male students and instructors at seven geology field programs.

Two themes emerged. Theme 1: various types of sexism occur in field programs. Most participants encountered some form of sexism including sexist jokes and comments, differential treatment of women, sexual harassment, and gender stereotypes. The most frequently described type of sexism was sexist jokes and comments. Theme 2: sexism was described as a “normal” aspect of field programs. Normalized sexism was described in four ways. First, participants disregarded a sexist experience as a nonissue or acknowledged the sexist experience and “just accepted it.” Second, sexism was identified as a common occurrence. For example, sexism was described as occurring “frequently,” “commonly,” and “consistently.” Third, sexism was described literally as “normal” and “typical” in the context of field programs. Finally, sexism was described as an accepted social norm or “just the way” people are.

Almost none of the sexist experiences encountered by students were reported to faculty and almost none of the experiences that faculty were aware of were reported to university officials. Acceptance and lack of intervention, even for more subtle forms of sexism, enable sexism to persist and become a normal aspect of field programs. In the context of normalized sexism, students and faculty members are left to navigate their experiences individually. Systematic and structural changes are needed to disrupt sexism and to create a more inclusive environment in geology field programs.

Geological Society of America Abstracts with Programs. Vol. 52, No. 6

doi: 10.1130/abs/2020AM-354937

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