Research Mentor(s)
Dr. Robyn Dahl
Description
A variety of educational experiences influence a student's ability to see themself as a scientist. Students with strong science identities are more likely to persist and succeed in STEM. Unfortunately, studies spanning several STEM fields have revealed tensions between BIPOC (Black, Indigenous, and People of Color) students’ racial/ethnic identities and their science identities. This study adapts theoretical frameworks and tools to measure identity from multiple STEM fields into geoscience, creating a geoscience identity framework and survey. The survey will be sent to undergraduate geoscience majors across the U.S. to see if, like in other STEM fields, BIPOC students identify less with being a geoscientist than their white peers. The survey will obtain feedback on students’ experiences that encouraged or discouraged their geoscience identities. These findings can in turn inform equity and inclusion initiatives in geoscience.
Document Type
Event
Start Date
May 2022
End Date
May 2022
Location
SMATE Library (Bellingham, Wash.)
Department
Geology
Genre/Form
student projects; posters
Type
Image
Rights
Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.
Language
English
Format
application/pdf
Developing the Geoscience Identity Framework and Survey Tool
SMATE Library (Bellingham, Wash.)
A variety of educational experiences influence a student's ability to see themself as a scientist. Students with strong science identities are more likely to persist and succeed in STEM. Unfortunately, studies spanning several STEM fields have revealed tensions between BIPOC (Black, Indigenous, and People of Color) students’ racial/ethnic identities and their science identities. This study adapts theoretical frameworks and tools to measure identity from multiple STEM fields into geoscience, creating a geoscience identity framework and survey. The survey will be sent to undergraduate geoscience majors across the U.S. to see if, like in other STEM fields, BIPOC students identify less with being a geoscientist than their white peers. The survey will obtain feedback on students’ experiences that encouraged or discouraged their geoscience identities. These findings can in turn inform equity and inclusion initiatives in geoscience.
