Symposium: Diversity, Equity & Inclusion in Ichthyology & Herpetology IIRoom: Ballroom 111A2022-07-30 10:00 - 11:30 |
| Moderator: Jessica Tingle |
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1. 10:00 Zoos, Herpetology, and the Scientific Community: an International Perspective. Sinlan Poo*, Memphis Zoo sheilapoo@gmail.com
Despite our best intentions, science is a social endeavor and not immune to influences from its backdrop of societal inequalities. Conscious and unconscious biases against people with minoritized identities in science are nuanced and complex. They are embedded within societal structures that manifest within our professional fields, whether in nonprofits (such as zoos), fields of study (such as herpetology), or the scientific community at large (both within the US and internationally). These manifestations can occur at the individual, community, and global level. Here, I offer specific examples of issues in these different realms that illustrate how biases can present themselves in the lives of scientists. I discuss current challenges in zoos from a historical context and point to the socioeconomic and cultural barriers that limit the entrances into zoo professions for students and young professionals. I point out parallels that can be seen in some of the history of herpetology, which is difficult to detach from colonialism, especially in tropical regions. The legacies of global societal hierarchies remain in present-day helicopter research, publication trends, and maintenance of power structures within science in general. Finally, I discuss biases within the scientific community that implicitly reinforce and perpetuate inequities, and offer some basic suggestions to mitigate some of their negative effects. Recognizing both individual and structural inequities in our professional fields is a necessary precursor creating more diverse and equitable scientific communities. |
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2. 10:15 Code-switching: countering identity-based discrimination in fieldwork. Brittany McCall*, Arkansas State University bmccall1092@gmail.com
Diversity, equity, and inclusion (DEI) initiatives have experienced a revival and reformation recently in response to social pushes for societal reform, such as #BlackLivesMatter, #StopAAPIHate, #MeToo, and #BlackInX. DEI programs, which were once sub-components in human resources departments, have now risen to be core standards for both small and large businesses, as well as academia. Academia has many facets for DEI programs to address when discussing STEM fields, with one area that never seems to be considered – identity-based discrimination in fieldwork. Identity prejudices render individuals vulnerable when conducting field work if the individual falls within a minority identity that could include race, disabilities, sexual orientation, gender identities, and religion among others. It is not uncommon for individuals that identify with one or more of these minority identities to never have the privilege of planning a workday in the field without strategizing how to not be viewed as out of place in an outdoor setting for fear of violent transgressions. Identity-based discrimination in the field is not a novel phenomenon and is frequently discussed among those who regularly experience it. It is time, however, for these conversations to be heard and continued by these DEI initiatives in order to promote a diverse and inclusive environment that addresses the safety of researchers both within the institution and the surrounding outdoor spaces. Experiences and resources shared in this discussion will provide starting points for any active research groups to acknowledge and implement actions for the issues presented, further perpetuating a supportive professional community. |
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3. 10:30 #FINDTHATLIZARD: ECOLOGY, SCIENCE OUTREACH, AND SUPPORTING UNDERREPRESENTED GROUPS IN HERPETOLOGY AND NATURAL RESOURCES. Earyn McGee*, N/A afroherper@gmail.com
Global climate change and its effects are impacting both humans and other organisms. For instance, the southwestern US is experiencing unprecedented prolonged severe drought. Lack of precipitation is causing temperatures to rise and streams to dry, both of which can affect riparian species. It can also have negative effects on people who live in and around cities as water resources become scarcer. These impacts are often felt most severely by communities of color, including Black Americans, who were historically excluded from the fields of ecology and natural resources, and who rarely are involved in decision-making processes about natural resources and mitigating climate change. In this presentation I'll discuss 1) the biological responses of riparian species facing climate change, 2) the barriers preventing Black women from entering natural resource careers, and 3) alternative educational approaches that could encourage Black girls to pursue careers in natural resources. First, I investigated the impact of stream drying on riparian lizards in southeastern Arizona. Although this study did not detect aquatic invertebrates as significant prey items for our study species, it likely they are benefiting at least indirectly from stream water. Second, we examined barriers experienced by Black women and found three primary types of barriers they face are structural, socioeconomic, and cultural. Finally, I developed: Black (girls) Outside Leadership Development (BOLD). We found that it's crucial to provide middle school aged Black girls with experiences to learn about natural resources careers and the resources to pursue these careers when they are ready. |
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4. 11:00 Turtle Camp Research and Education in Ecology Program. Fredric Janzen*, Kellogg Biological Station, Michigan State University; Daniela Flores, Paw Print Genetics; Jeramie Strickland, Openlands; Lorin Neuman-Lee, Arkansas State University; Brooke Bodensteiner, Yale University; Shannon Thol, The Nature Conservancy janzenf1@msu.edu
Women and racial minorities are minoritized groups in science. To create positive change on this front, we developed a program called TREE (Turtle Camp Research and Education in Ecology). We seeded the program primarily with a racially diverse group of high school students, along with undergraduate and graduate student mentors. Participants converged at a long-term freshwater turtle field research site in northwest Illinois during June of 2007-2012 and 2014-2018 (totaling 59 different high school students, 28 undergraduate students, 17 graduate students, and 4 post-doctorates over the 11 program years). We tested the effectiveness four integrated tools (research experience, local outreach, education, and mentoring) to achieve three program goals, all revolving around recruiting young students from minoritized groups to biology-related careers. The program capitalized on the extensive diversity of reptiles at the site, giving the students hands-on experience with research and related activities. Anonymous surveys of the high school participants – the vast majority of whom were members of minoritized groups in science – revealed substantial knowledge gains in the areas of biology, ecology, scientific careers, and conducting research, and greater likelihood of pursuing STEM careers after the TREE experience. An estimated 70% of TREE alumni have since sought biology-related degrees at colleges and universities. This program is a successful model of the importance of outreach and near-peer mentoring in diversifying the STEM workforce. We thus hope that TREE inspires other research groups to develop programs to expose students from diverse backgrounds to field research, outreach, education, and mentoring. |
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5. 11:15 Promoting Positive Experiences in Nature Through Bird Education. Jeramie Strickland*, Openlands jstrickland@openlands.org
Since 2013, Birds in my Neighborhood® program for grades 2-5 has helped more than 10,000 students learn about nature in their local community. Led by Openlands and Illinois Department of Resources, this classroom-based and volunteer-driven program is offered to urban schools in the City of Chicago, McHenry County, Lake County, and Will County Illinois. However, this program is not just about birds, it is about promoting positive experiences in nature for children that ideally will lead to lifelong connections and a long-term passion for the environment, and advocates for nature. Other educational and engagement opportunities include community tree planning events, school and community gardening, along with other outdoor educational opportunities with students, teachers, and families. |