Symposium: Diversity, Equity & Inclusion in Ichthyology & Herpetology IRoom: Ballroom 111A2022-07-30 08:15 - 09:30 |
| Moderator: Rob Denton |
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. 08:15 Introduction.
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1. 08:30 Finding the Great Balance: Family and Science. Lorin Neuman-Lee*, Arkansas State University lorin215@gmail.com
A great deal of research has shown that primary caretakers are leaving scientific careers far more than those who are not. Due to traditional gender roles, these primary caretakers are disproportionately women. Science has made great strides in encouraging and supporting women entering science fields, but greater equality is still needed. In most science fields, particularly biology, women comprise around 50% of the total number of undergraduates. However, when examining the demographics of women in leadership positions in science (principal investigators, professors, administration), this number drops significantly. Overwhelmingly, women report that the perceived and real difficulties with balancing a career in science with having a family was a primary decision in leaving their field of expertise. When deciding to have children, parents (of all genders) in the fields of herpetology and ichthyology face certain difficulties. For example, field and lab work can have unpredictable timing and can sometimes be unsafe for children to be present. We propose that there is a desperate need for a change in culture to support those who are primary caretakers. This could ensure that they continue to add their diverse perspectives to our fields of science. And because women are more commonly the primary caregiver, this would increase the involvement of women in herpetology and ichthyology. We discuss specific barriers as well as effective, actionable strategies to overcome these barriers. |
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2. 08:45 How can higher education live up to our diversity, equity, and inclusion goals? Jennifer Deitloff*, Lock Haven University; Jessica Malisch, UC Merced jenneymd@gmail.com
Many universities across the US have added statements to their mission about valuing diversity, equity and inclusion for students, staff and faculty. Sometimes these statements are perceived as statements only, without actions to support such statements. In this presentation, we use Lock Haven University (LHU) as an example (home institution of first author). LHU states that we strive to provide “an affordable, comprehensive education that is dedicated to the positive development of a diverse student population.” Given this goal, it’s unsurprising to see efforts across campus to improve student success as measured by retention and completion rates. Using LHU as an example, I examined these measures among demographic groups such as gender and race of a limited sample. Further, I determined differences among disciplines including Biology, Chemistry, and Health Sciences. Compared to national data, LHU has a greater gap between white students and students of color for both retention and completion rate. However, some disciplines exhibit smaller margins between those groups, such as Biology. Moving forward, we plan to expand this work to examine success of students in other underrepresented groups such as students who identify as LGBTQ and students with disabilities and to include more institutions. This presentation will conclude with suggested evidence-based strategies to increase diversity, equity, and inclusion at our home institutions. |
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3. 09:15 An Ecological Approach to Disabilities In Science. Krista Koeller*, Unaffiliated kkoeller3115@gmail.com
People with disabilities are shockingly underrepresented in academia and many have had to leave their labs, institutions, and science altogether because of discrimination and insufficient accommodations. With COVID-19, and consequently Long COVID cases on the rise, many able scientists are expected to acquire disabilities in the near future. It is therefore essential that we take action to ensure disabled people are able to thrive as scientists. However, the current institutional approach to disabilities emphasizes individual action on the part of the disabled person and acts as a gatekeeping mechanism for all but the most privileged. I recommend instead, an approach informed by ecology and conservation that emphasizes community action. In this paradigm, disabilities may be viewed as analogous to traits of certain species which may be selected against in adverse environments. Disabilities are often only truly disabling when they interact negatively with environmental factors. However, unlike in nature, the academic environment is created and controlled by human decisions. We as mentors, teachers, and leaders have the power to change the environments in our labs, institutions, and societies to remove the barriers that impede the success of disabled people. Through collaboration, education, and compliance with disability protection measures, we can prevent disabled scientists from being selected out of the scientific population. |