– Key approaches identified in the literature to advance participation of underrepresented populations in the geosciences include: mentoring, peer support networks and community building, bridge programs, pedagogies, undergraduate research experiences, institutional climate and culture, specific geoscience education programs.
– In mentorship of underrepresented students, interactions of minority students with their research mentor can result in increased likelihood of graduate school pursuit and in choosing a career in scientific research.
– A faculty member’s commitment to fostering the student’s academic success results in positive mentor relationship outcomes regardless of the racial similarity between mentor and mentee.
– As it pertains to the geosciences in particular, positive student outcomes of mentoring have been demonstrated in geoscience-specific programs.
– Macrosystem perspectives of peer support networks and community building efforts play an important role in fostering student engagement and retention in STEM majors and positive student outcomes.
– Many positive student outcomes are associated with bridge programs, including increased interest in the geosciences, relationship building between student and faculty members, development of research skills, knowledge gained regarding careers in STEM and the geosciences, knowledge gained about the college application process, and increased self-efficacy.
2017 - Macrosystem Analysis of Programs and Strategies to Increase Underrepresented Populations in the Geosciences
– Rice and Alfred (2014) provided an ecological model the authors found particularly applicable to a systems-scale analysis of geoscience programs that have been successful in attracting underrepresented groups and fostering their success.
– The authors adapted this theoretical frame for the programmatic-scale analysis of published geoscience programs in this review because of this ecological focus on systems extrinsic to individual students, and because it provides a context for action within the sphere of influence of individual programs and departments.
The publications included in this paper were identified by conducting searches on education-related databases, such as ProQuest, JSTOR, Education Resources Information Center (ERIC), Google Scholar, and OmniFile full text select.
Key sections of the literature include:
– Mentoring
– Peer Support Networks and Community Building
– Bridge Programs
– Pedagogies (including Inquiry and Active Learning, Place-Based Learning, and Field-Based Learning)
– Undergraduate Research Experiences (UREs) (including Course-Based UREs)
– Institutional Climate and Culture
– Specific Geoscience Education Programs