Extreme underrepresentation of first-generation college students in the geosciences: An intersectional issue

Figures & data

Figure 1. a) Percentage of FGCS (solid lines) and non-FGCS (dashed lines) undergraduate and doctoral graduates in all fields of study. b) Percentage of FGCS and non-FGCS undergraduate and doctoral graduates in the physical sciences and the geosciences.

Figure 2. Proportions of undergraduate (a) and doctoral (b) FGCS and non-FGCS by race and ethnicity in 2016.

Table 1. Recommendations to reduce systemic barriers experienced by FGCS.

Group	Recommendations
Faculty, Staff, and Instructors	Be aware of your position of power and influence and use it to create a welcoming environment to FGCS Reach out to students regularly and build open-door relationships with them to instill a sense of belonging Design class requirements to not require significant outside class time assignments Provide resources and strategies for students to receive needed guidance and support (academic and financial) Provide students with paid research opportunities
Geoscience Departments	Conduct a self-study to evaluate whether their websites portray the department or discipline as exclusionary Create outreach materials that can help engage whole families who may not be aware of geoscience careers and opportunities Design and teach inclusive field safety and skills before every field course Purchase field gear students can borrow to relieve financial burden on students Commit department funds to paid research opportunities or internal scholarships to limit the need to work off campus Conduct student surveys to gauge sense of belonging and commit to addressing issues that arise
Institutions, Funding Agencies, Geoscience Organizations	Implement comprehensive support programs for low-income, FGCS such as opportunities for cohort-based academic and social support Support and train faculty to be culturally competent and aware of the challenges faced by low-income, FGCS At 4-year institutions: build meaningful partnerships and recruit from 2-year institutions Increase funding to 2-year colleges so that instructors can provide meaningful research and field-based experiences Create clear reporting for abuse and harassment and hold people accountable
First-generation college students	Participate in campus groups and activities that align with your experiences and values to build a sense of community Apply for scholarships and grants throughout your time in college to help offset cost-of-living expenses Participate in paid or for-credit research opportunities to build your experience and self-esteem as a scientist Build faculty relationships to gain insight into different mentoring styles and for future reference letters Attend conferences to become inspired, find community, and network for future career opportunities