Diversity, Equity, & Inclusion

As a scientific community, we need to support the advancement and inclusion of diverse peoples that more accurately represent our diverse society. Supporting diversity and equity in science not only provides opportunities for the betterment of people from historically underrepresented groups but also shepherds the expansion of new and innovative ideas from people that have unique experiences. As a consequence of my own challenges as a woman in science and first-generation graduate student, and from the experiences of my colleagues and my students from underrepresented groups, I have sought opportunities to welcome and mentor students from low-socioeconomic backgrounds and other underrepresented groups.

Record of Commitment & Reflectance on Privilege

I believe that generating communities where everyone is welcome and feels safe is paramount to increasing diversity, equity, and inclusiveness in science. In 2016, I created what is now a diverse ichthyological community tied to inclusiveness, improvement, and communication based around the #SundayFishSketch on Twitter. This community promotes an open and welcoming environment where artists and scientists can showcase and practice their artistic skills. This weekly hashtag is tied to the idea that it does not matter level of skill you have or what community you identify with, you are encouraged and welcome to practice and post fish art. Sharing of personal illustrations to a broader audience is a major hurdle to overcome for many people, and the participants of the #SundayFishSketch feel comfortable posting their work because of how open and welcoming the community is. This hashtag hosts illustrations from people in countries all over the world and through social media reaches over a million people on a weekly basis. It has been highlighted by numerous media outlets, including the University of Kansas’ Office of Research and was used by the Alaska SeaLife Center as a weekly live ‘#SundayFishSketch Draw-along’ over 12 weeks to engage people during the COVID-19 lockdowns. It is what I believe an inclusive community is all about, and it is the type of community I hope to foster in my future academic position.

            Not only have I had the privilege of mentoring five undergraduate women in several aspects of ichthyological research I have also co-taught an Evolutionary Biology course for the Upward Bound UNITE program through the University of Kansas. Upward Bound is a program that provides high school students from low-income institutions with the experience of college life and includes a stipend, housing, and multiple summer courses. The high school students in this course come from a range of socioeconomic and cultural backgrounds. I witnessed their difficulties both navigating and striving for a better education while taking care of siblings or their own children and working full time to provide for their families. Teaching these students lead to me reflecting on my own privilege, as a white woman from a middle-class family. They taught me how important and impactful everyday actions are as a mentor, like reaching out to show students you care about their mental health, wellbeing, and future. Working around students’ oftentimes difficult life schedules can change how they feel about their accomplishments and belongingness in school and in STEM fields. These insights will be integral to how I develop my courses and instruction style in the future to better support these students and their success.

            For four years I have been a scientist participant in Letters to a Pre-Scientist. This pen-pal program facilitates one-on-one interactions between scientists and elementary school students that come from low-income backgrounds. This program aims to break down the barriers and stigma behind what it is ‘to be a scientist’ and promotes the idea that every student, regardless of background or race, should be inspired to consider a STEM career. Through this program I have read about the diverse and often difficult living circumstances of my student pen pals and have, in-turn, shared my experiences and challenges associated with diversity, equity, and inclusion in science. Through multiple letter exchanges each year, I am part of a larger community that helps demystify being a scientist, excites a younger generation about science, and promotes the idea that you can overcome obstacles associated with being from a diverse, low-income, or different background.

            Due to my desire to expand diversity in science and to promote inclusion of all genders, races, and backgrounds in research I have also participated in numerous outreach activities. I have spoken with Girl Scouts about being a female marine biologist, participated in Women in Science events at the University of Kansas Natural History Museum, and was featured on the Women of Fisheries blog site promoting women in marine science and art. Events like these reach hundreds of female students each year and I hope that being a female role model in the sciences inspires potential future biologists. I am also open, welcoming, and supportive of all LGBTQIA+ people. I have worked one-on-one with multiple graduate and undergraduate students from this community on collections-based museum work and research. Lastly, my research includes active professional collaborations with various underrepresented groups in science including female co-authors of Latino America and Native American descent, African American descent, and international collaborations with researchers from Mexico, Ecuador, Brazil, and the Philippines.

Promoting Diversity, Equity, and Inclusiveness

In my future position I will have the unique opportunity to incorporate diversity, equity, and inclusion in classroom settings, research groups, and through outreach opportunities. I will continue to build and advocate for open and inclusive communities that foster the dissemination of scientific information and inclusion of the general public in science. I will seek out and apply for grants that specifically fund undergraduate and graduate students in scientific research (e.g., NSF REPS and RaMPs programs). Although volunteer work is a great way to gain experience in scientific fields, it is inherently biased towards individuals that come from upper and middle-class families. Many students from underrepresented groups come from families that struggle financially. These students cannot afford to give time to volunteer, as many of their families rely on their income to survive. This creates a barrier to inclusivity and advocating for the pay of students greatly increases the likelihood of participation and retention of students in these situations in science and expands diversity in scientific fields. In addition to including regular student pay, I intend to apply for diversity supplements through NSF, including REU and RAHSS funding, which provide stipends for undergraduate research and high school students from minority groups and those traditionally underrepresented in science. I will solicit funding from donors associated with increasing opportunities for low-income and underrepresented students in science. I will additionally guide and mentor my students from underrepresented groups on how to apply for student-specific extramural grants that target their growth and advancement in science (e.g., the Dr. Nancy Foster Scholarship Program through NOAA and the Cashner award through the American Society of Ichthyologists and Herpetologists).

            Every student possesses a different style of learning, and incorporating an array of teaching methods provides a more inclusive and equal opportunity environment for learning. I will create structured courses with clearly set goals and outcomes that allow students to anticipate what is expected of them. My courses will include engaging visuals and infographics which are vital for visual learners and assignment opportunities that allow for creativity and expression of understanding outside of pure memorization. These opportunities are beneficial for students that express their knowledge in creative ways. A combination of structured but varied teaching styles is imperative for the opportunity for all students to be successful. I would also provide time for one-on-one feedback for more introverted students that may be more comfortable speaking in a smaller setting. Lastly, class trips will be planned to ensure students with disabilities to participate in field and research activities. Incorporating these inclusive and equitable practices in course content allows for equal opportunity learning among students.

I will continue to show my commitment to diversity, equity, and inclusiveness in all aspects of my work. I plan to maintain and grow the #SundayFishSketch community on twitter and continue my mentor position as a scientist pen pal for young students from low-income schools. I also intend to build a diverse community of students in my future lab and obtain funding to support and encourage students in scientific research endeavors.