T85 Geoscience “Ambassador” Programs : Insights on Critical Issues of Power, Dignity, Agency, and Belonging

Monday, 23 September 2024
8:00 AM - 12:00 PM
208B

STUDENT PERSPECTIVES ON GEOSCIENCE AMBASSADORSHIP PROGRAMS

Paper number: T85-9
Program: Technical Sessions
Time: 10:00 AM – 10:15 AM

Authors

Abstract

The extensive and diverse array of subdisciplines in the geosciences highlights an inherent quality of intersectionality within the field, which sharply contrasts with the non-representative demographics of those who work and conduct research in these disciplines. With faculty and students in academic institutions being predominantly white, male, and from affluent socioeconomic backgrounds, there is a large discrepancy between geoscientists and the general population. These disparities contribute to systemic barriers that disproportionately impact multiple underrepresented groups, often leading to fewer academic and professional opportunities. The effects of these pervasive issues continue to impact students when transitioning out of academia into the broader geoscience job market. To combat such inequities, many institutions have created initiatives to foster student ambassadorship through advocacy and community building, ultimately aiming to empower marginalized groups. Here, we review various programs currently implementing ambassadorship at the Jackson School of Geosciences at The University of Texas at Austin and share our personal experiences within each program. We find that these initiatives target larger systemic problems in the geosciences by (1) designing more equitable recruiting methods; (2) providing professional development workshops and training; (3) fostering a sense of community amongst marginalized groups; and (4) allocating additional support to student-based initiatives (e.g. outreach). Though these programs provide essential resources, we identify a need for further growth in several areas, including (A) providing additional resources to students after they complete the program; (B) implementing student retention initiatives; and (C) working in synergy with other existing programs, structures, and support systems within universities and their partners. We propose possible solutions to these shortcomings and provide insights into designing effective geoscience ambassadorship programs.

Geological Society of America Abstracts with Programs. Vol. 56, No. 5

doi: 10.1130/abs/2024AM-405777

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