Long-term studies and inclusive education
Author Information
Author(s): Max F. Czapanskiy, Lina M. Arcila Hernández, Cara Munro, Isabella Garfield, Adrien Bastidas, Allison R. Payne, Kelli Ong, Natalie A. Storm, Taiki Adachi, Conner M. Hale, Astarte Brown, Patrick W. Robinson, Madeleine Stewart, Salma T. Abdel‐Raheem, Erika Zavaleta, Roxanne S. Beltran
Primary Institution: UC Santa Cruz, Institute for Marine Sciences
Hypothesis
Long-term studies could be better leveraged to promote inclusive education and professional development in ecology.
Conclusion
Long-term studies can create more inclusive and equitable training opportunities for future ecologists.
Supporting Evidence
- Long-term studies provide unique insights into ecological systems.
- They can support trainees in developing their science identity and confidence.
- Long-term studies often have extensive professional networks that can connect students to mentorship.
Takeaway
Long-term studies help train new scientists and can be made more inclusive by providing better support and resources.
Methodology
The authors used their experiences and surveys from community members to propose improvements for inclusive education in ecology.
Potential Biases
Racism, sexism, and other forms of oppression exist in long-term studies, potentially excluding underrepresented minorities.
Limitations
Unpaid labor and unclear expectations limit the utility of resources for diversifying ecology.
Participant Demographics
The study discusses the inclusion of underrepresented minority students in STEM fields.
Digital Object Identifier (DOI)
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