Supporting LGBTQ+ geoscientists, in and out of the classroom

Abstract

Efforts to increase diversity and create more inclusive environments in geoscience academic spaces often lack LGBTQ+-specific initiatives. The LGBTQ+ community in the geosciences is composed of wide spectrums of sexuality and gender, yet many feel that LGBTQ+ people in geology are not visible or represented. LGBTQ+ geoscientists have also reported a lack of support during their time as a student. Based on LGBTQ+-focused surveys and previous literature, we propose some best practices that geoscience instructors and departments can implement to begin creating a more inclusive and welcoming environment for LGBTQ+ people. This includes in-class and out-of-class practices including pronoun usage, incorporating LGBTQ+ themes into course content, confronting homophobia and transphobia, and celebrating the achievements of LGBTQ+ people. In order to make the geosciences more welcoming and inclusive, there must be explicit intention and effort to create impactful change regarding LGBTQ+ identities.

Keywords:

• LGBTQ+
• classroom
• inclusive
• gender
• sexuality

Acknowledgments

MD thanks the late P. Getty for his helpful comments, discussions, and mentorship regarding LGBTQ+ issues in geology, and Cornelius U-Jean Baker from the University of Kansas Center for Sexuality and Gender Diversity for helpful feedback about intersectionality.

Disclosure statement

The authors report that there are no competing interests to declare.