Applying an intersectionality lens to expand equity in the geosciences

Figures & data

Figure 1. To represent the first level of social identities, the right side of the figure depicts an eye with a pupil and iris. Surrounding the pupil are five identities that an individual might hold, among other identities. As depicted in the iris, these identities might blend together and overlap, representing certain intersections. Together, they shape the perspective through which an individual might see or experience the world. To represent the third level of cultural-historical context, a lens is depicted that situates the individual and their social context in a particular place and time. To represent the second level, different filters are depicted within the lens. The filters represent the four domains of institutional power – representational, organizational, interactional and experiential – through which individuals experience institutions such as education. Together, the three levels shape opportunity structures of education. Adapted from Anthias (2013) and Núñez (2014a, 2014b).

Table 1. Recommendations to apply intersectionality toward equity in geosciences.

Level 1: Social identities

Affirm scholars’ multiple identities Recognize and respect agency of scholars to define and ascribe the salience of their multiple identities, in different contexts Expand experiences in geosciences associated with a wider set of social identities Build alliances across professional associations that emphasize various social identities

Level 2: Domains of institutional power

Offer pre-college experiences to expose scholars with diverse social identities to opportunities to learn about education and careers in geosciences (e.g., coursework, outdoor exploration) Examine and address dynamics in first-year and introductory classes that may hinder the participation of scholars from diverse social identity backgrounds Conduct and apply research about pedagogical approaches that are responsive to experiences and needs of scholars from diverse cultural backgrounds Form mutually beneficial partnerships with Minority-Serving Institutions to learn about effective strategies to enhance diverse participation in geosciences, and to recruit and retain scholars from diverse cultural backgrounds Increase the quality and quantity of media representation of diverse social identities in geosciences Involve scholars with diverse social identities to compose conference panels, award selection committees, and to participate in other national and international modes of engagement in the discipline Build supportive networks of intra- and intergenerational scholars with diverse social identity backgrounds Raise visibility of historical and current participation of geoscientists from diverse social identity backgrounds

Level 3: Cultural historical context

Articulate the interdependence between geoscientific inquiry and broader social issues Recognize the exclusionary history of the development of geosciences as a discipline (e.g., identify activities, such as the laborious extraction of natural resources, that have served to privilege certain social identities and exclude others) Identify and highlight historical contributions of scholars from diverse social identity backgrounds to geoscientific inquiry Incorporate broader sense of history of how the presence of indigenous populations and populations of people of color have shaped the land and understanding about the land Conduct land acknowledgments in courses, conferences, and other venues to recognize the indigenous roots of stewardship of lands that serve as sites for geological inquiry