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You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience.

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Title: You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience.
Authors: McGill, Bonnie M.1 (AUTHOR) bonniemcgill@gmail.com, Foster, Madison J.1,2 (AUTHOR), Pruitt, Abagael N.1,3 (AUTHOR), Thomas, Samantha Gabrielle1 (AUTHOR), Arsenault, Emily R.1 (AUTHOR), Hanschu, Janaye1 (AUTHOR), Wahwahsuck, Kynser1 (AUTHOR), Cortez, Evan1 (AUTHOR), Zarek, Kaci1 (AUTHOR), Loecke, Terrance D.1,4 (AUTHOR), Burgin, Amy J.1,4,5 (AUTHOR)
Source: Ecology & Evolution (20457758). Apr2021, Vol. 11 Issue 8, p3636-3645. 10p.
Subject Terms: *Biotic communities, Undergraduates, Minorities, Scientific community
Abstract: As we build a more diverse, equitable, and inclusive culture in the ecological research community, we must work to support new ecologists by empowering them with the knowledge, tools, validation, and sense of belonging in ecology to succeed. Undergraduate research experiences (UREs) are critical for a student's professional and interpersonal skill development and key for recruiting and retaining students from diverse groups to ecology. However, few resources exist that speak directly to an undergraduate researcher on the diversity, equity, and inclusion (DEI) dimensions of embarking on a first research experience. Here, we write primarily for undergraduate readers, though a broader audience of readers, especially URE mentors, will also find this useful. We explain many of the ways a URE benefits undergraduate researchers and describe how URE students from different positionalities can contribute to an inclusive research culture. We address three common sources of anxiety for URE students through a DEI lens: imposter syndrome, communicating with mentors, and safety in fieldwork. We discuss the benefits as well as the unique vulnerabilities and risks associated with fieldwork, including the potential for harassment and assault. Imposter syndrome and toxic field experiences are known to drive students, including students from underrepresented minority groups, out of STEM. Our goal is to encourage all students, including those from underrepresented groups, to apply for UREs, build awareness of their contributions to inclusion in ecology research, and provide strategies for overcoming known barriers. [ABSTRACT FROM AUTHOR]
Copyright of Ecology & Evolution (20457758) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: You are welcome here: A practical guide to diversity, equity, and inclusion for undergraduates embarking on an ecological research experience.
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  Data: <searchLink fieldCode="AR" term="%22McGill%2C+Bonnie+M%2E%22">McGill, Bonnie M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> bonniemcgill@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Foster%2C+Madison+J%2E%22">Foster, Madison J.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pruitt%2C+Abagael+N%2E%22">Pruitt, Abagael N.</searchLink><relatesTo>1,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Thomas%2C+Samantha+Gabrielle%22">Thomas, Samantha Gabrielle</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Arsenault%2C+Emily+R%2E%22">Arsenault, Emily R.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hanschu%2C+Janaye%22">Hanschu, Janaye</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wahwahsuck%2C+Kynser%22">Wahwahsuck, Kynser</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cortez%2C+Evan%22">Cortez, Evan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zarek%2C+Kaci%22">Zarek, Kaci</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Loecke%2C+Terrance+D%2E%22">Loecke, Terrance D.</searchLink><relatesTo>1,4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burgin%2C+Amy+J%2E%22">Burgin, Amy J.</searchLink><relatesTo>1,4,5</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Ecology+%26+Evolution+%2820457758%29%22">Ecology & Evolution (20457758)</searchLink>. Apr2021, Vol. 11 Issue 8, p3636-3645. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Biotic+communities%22">Biotic communities</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Minorities%22">Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+community%22">Scientific community</searchLink>
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  Data: As we build a more diverse, equitable, and inclusive culture in the ecological research community, we must work to support new ecologists by empowering them with the knowledge, tools, validation, and sense of belonging in ecology to succeed. Undergraduate research experiences (UREs) are critical for a student's professional and interpersonal skill development and key for recruiting and retaining students from diverse groups to ecology. However, few resources exist that speak directly to an undergraduate researcher on the diversity, equity, and inclusion (DEI) dimensions of embarking on a first research experience. Here, we write primarily for undergraduate readers, though a broader audience of readers, especially URE mentors, will also find this useful. We explain many of the ways a URE benefits undergraduate researchers and describe how URE students from different positionalities can contribute to an inclusive research culture. We address three common sources of anxiety for URE students through a DEI lens: imposter syndrome, communicating with mentors, and safety in fieldwork. We discuss the benefits as well as the unique vulnerabilities and risks associated with fieldwork, including the potential for harassment and assault. Imposter syndrome and toxic field experiences are known to drive students, including students from underrepresented minority groups, out of STEM. Our goal is to encourage all students, including those from underrepresented groups, to apply for UREs, build awareness of their contributions to inclusion in ecology research, and provide strategies for overcoming known barriers. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Ecology & Evolution (20457758) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=8gh&AN=149900780
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