jedi.bib

@Article{Bear2010,
  author  = {Bear, S and Rahman, N and Post, C},
  journal = {Journal of Business Ethics},
  title   = {The impact of board diversity and gender composition on corporate social responsibility and firm reputation},
  year    = {2010},
  pages   = {207--221},
  volume  = {97},
  annote  = {Bear et al. investigated how gender composition affects corporate social responsibility ratings (CSR) and firm reputation within top ranked companies in the healthcare industry. CSR was measured by KLD ratings, and is defined by based on both institutional strength and technical strength. Institutional strength is a collection of positive actions directed towards the community, and includes volunteer programs, charitable giving, and inclusive hiring practices. Technical strength includes actions directed towards employers and stakeholders. It includes benefits packages, safety programs, and transparency in reporting environmental and social impacts. CSR can, in turn, bolster a company's reputation by building its credibility and mitigating potential future reputational damage. Indeed, the study showed that the number of females on a board was positively associated with higher CSR ratings, and that this mediated a higher corporate reputation. Authors posited that a larger number of females may increase sensitivity, encourage more participative decision-making, and act as a signal that the firm is socially responsible. Authors also highlight how it may not be enough to have single female director; a “token” female's opinions may not be readily heard by the group, or easily expressed in a board where conformity is encouraged. On the other hand, a group of females may be more willing to express their ideas and exhibit collaborative decision making.},
  doi     = {10.1007/s10551-010-0505-2},
}

@Article{AlexAssensoh2018,
  author  = {Alex-Assensoh, Y M},
  journal = {The Chronicle of Higher Education},
  title   = {Hiring a diversity officer is only the first step; here are the next 7},
  year    = {2018},
  annote  = {Yvette M. Alex-Assensoh is vice president for equity and inclusion and a professor of political science at the University of Oregon. Professor Alex-Assensosh summarizes seven steps to take so that a diversity officer is effective, rather than a publicity stunt. A diversity officer is a good step towards increasing inclusion and diversity, but they are ineffective if change doesn't also come from the institution itself. To that end, the diversity officer must answer to senior officials, should have quantifiable goals and reasonable expectations, and must receive support in the form of time and resources. In return the institution must set an example by engaging faculty, increasing diversity in the administration, focusing on fixing the system rather than the people, and focusing on the values of love, authenticity, courage, and empathy (LACE).},
  url     = {https://www.chronicle.com/article/Hiring-a-Diversity-Officer-Is/243591},
}

@TechReport{Alesina2018,
  author   = {Alberto Alesina, Michela Carlana, Eliana La Ferrara, Paolo Pinotti},
  title    = {Revealing {Stereotypes}: {Evidence} from {Immigrants} in {Schools}},
  year     = {2018},
  abstract = {If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers' bias in grading immigrants and native children in middle schools. Teachers give lower grades to immigrant students compared to natives who have the same performance on standardized, blindly-graded tests. We then relate differences in grading to teachers' stereotypes, elicited through an Implicit Association Test (IAT). We find that math teachers with stronger stereotypes give lower grades to immigrants compared to natives with the same performance. Literature teachers do not differentially grade immigrants based on their own stereotypes. Finally, we share teachers' own IAT score with them, randomizing the timing of disclosure around the date on which they assign term grades. All teachers informed of their stereotypes before term grading increase grades assigned to immigrants. Revealing stereotypes may be a powerful intervention to decrease discrimination, but it may also induce a reaction from individuals who were not acting in a biased way.},
  file     = {PDF:/home/eesh/Zotero/storage/2HXPU5B5/m-api-5b677a50-2240-41eb-5836-745c42e947ec.pdf:application/pdf},
  url      = {http://www.nber.org/papers/w25333},
}

@Article{AlShebli2018,
  author  = {AlShebli, B K and Rahwan, T and Woon, W Lee},
  journal = {Nature Communications},
  title   = {The preeminence of ethnic diversity in scientific collaboration},
  year    = {2018},
  volume  = {9},
  annote  = {The authors sampled the Microsoft Academic Graph dataset for information about scientific papers, who wrote them, and their subsequent citations. They analyzed 1,045,401 multi-authored papers to assess whether group or individual diversity of the authors had an effect on scientific impact, defined as the number of citations on the paper. They used a randomized model to determine if author group characteristics were significantly different from random pairings. They found that there exists homophily (i.e. a preference for people in one's own group) in the categories of gender, ethnicity, and institutional affiliation. Ethnic homophily has grown over time despite an overall increase in ethnic diversity, while gender homophily has decreased over time. Ethnic diversity had the strongest correlation with scientific impact, increasing the number of citations by 10.63\% for a paper and 47.67\% for a scientist on the paper.},
  doi     = {10.1038/s41467-018-07634-8},
  url     = {https://www.nature.com/articles/s41467-018-07634-8},
}

@article{Bernard2018,
	title = {No progress on diversity in 40 years},
	volume = {11},
	doi = {10.1038/S41561-018-0116-6},
	number = {5},
	urldate = {2021-09-28},
	journal = {Nature Geoscience},
	author = {Bernard, Rachel E. and Cooperdock, Emily H.G. G},
	month = may,
	year = {2018},
	note = {Publisher: Nature Publishing Group},
	pages = {292--295},
	annote = {From Duplicate 1 (No progress on diversity in 40 years - Bernard, R E; Cooperdock, E H G)

In this commentary article for Nature Geoscience, Rachel Bernard and Emily Cooperdock collected data from the Survey of Earned Doctorates about PhDs awarded to U.S. citizens and permanent residents in the geosciences (earth, atmospheric, and oceanic) since 1973. They found that gender diversity has improved since 1973, with women receiving about half of science PhDs in 2016 and female representation in geoscience faculty increasing from 14\% to 20\% since 2006. Ethnic diversity, however, has stagnated: there has been no increase in the percentage of PhDs that are awarded to Underrepresented Minorities (URMs) since 1973, while their percentage in the U.S. population has grown. In 2016, URMs (including Hispanics, African Americans, and Native Americans) received a combined 6\% of geoscience PhDs, despite comprising 31\% of the American population. The authors suggest strategies to combat this inequality, such as diversity fellowships, the use of Master's as a gateway to a PhD, increased encouragement for community outreach during thesis research, and additional funding for URMs to attend conferences.},
	file = {PDF:/home/eesh/Zotero/storage/PYVPZ3YF/Bernard, Cooperdock - 2018 - No progress on diversity in 40 years.pdf:application/pdf},
}

@Article{Bahn2014,
  author  = {Bahn, K},
  journal = {ChronicleVitae for Higher Ed Jobs, Career Tools and Advice.},
  title   = {On {Privilege} and the {PhD}},
  year    = {2014},
  annote  = {In this article, Dr. Bahn reflects on how students' privilege, personal and familial wealth, and family history may affect their decision to go to graduate school. She argues that underrepresented minorities are less likely to choose graduate school because they are more likely to have student debt, as found in the article by Ratcliffe and McKernan, cited below. PhD programs carry an opportunity cost, whether that is because they require incurring more debt or because they delay the students' entrance into the competitive workforce. However, this opportunity cost is greater for some groups than others and is particularly burdensome for those who already have debt. In addition, Dr. Bahn reflects on her family's history and how there were many highly educated individuals in her inner circle to help her during the application process. Students without these resources are at an inherent disadvantage when applying.},
  url     = {https://chroniclevitae.com/news/279-on-privilege-and-the-ph-d},
}

@Article{BlackElk2016,
  author  = {Black Elk, Linda},
  journal = {Rangelands},
  title   = {Native {Science}: {Understanding} and {Respecting} {Other} {Ways} of {Thinking}},
  year    = {2016},
  issn    = {01900528},
  month   = feb,
  number  = {1},
  pages   = {3--4},
  volume  = {38},
  doi     = {10.1016/j.rala.2015.11.003},
  file    = {PDF:/home/eesh/Zotero/storage/RJWH6G9X/Native Science_ Understanding and Respecting Other Ways of Thinking _ Elsevier Enhanced Reader.pdf:application/pdf},
  url     = {https://linkinghub.elsevier.com/retrieve/pii/S0190052815001303},
}

@Article{Bradley2018,
  author  = {Bradley, S W and Garven, J R and Law, W W and West, J E},
  journal = {National Bureau of Economic Research},
  title   = {The impact of chief diversity officers on diverse faculty hiring},
  year    = {2018},
  annote  = {This study aims to test whether the presence of a chief diversity officer (CDO) at a university has led to significant increases in hires of faculty from underrepresented groups. The authors found no significant increase in hires of underrepresented faculty at institutions with a CDO in place. They also note that financial resources did not relate to the success of the CDO. The authors put forth multiple explanations for this counter-intuitive result–including the lack of authority of CDOs in hiring processes, a lack of available candidates in certain sub-fields, and that CDO hires at many institutions may be occurring solely to placate critics without any genuine commitment to increasing diversity by university administration.},
}

@Article{Buck2016,
  author  = {Buck, John R. and Wage, Kathleen E. and Nelson, Jill K.},
  journal = {Acoustics Today},
  title   = {Designing {Active} {Learning} {Environments}},
  year    = {2016},
  number  = {2},
  pages   = {12--20},
  volume  = {12},
  file    = {PDF:/home/eesh/Zotero/storage/XP3RDI34/m-api-7cc65d8b-c9e8-9527-10d8-46f932e81bec.pdf:application/pdf},
}

@Article{Carter2021,
  author   = {Carter, Samantha C. and Griffith, Elizabeth M. and Jorgensen, Theresa A. and Coifman, Karin G. and Griffith, W. Ashley},
  journal  = {Communications Earth \& Environment 2021 2:1},
  title    = {Highlighting altruism in geoscience careers aligns with diverse {US} student ideals better than emphasizing working outdoors},
  year     = {2021},
  issn     = {2662-4435},
  month    = oct,
  note     = {Publisher: Nature Publishing Group},
  number   = {1},
  pages    = {1--7},
  volume   = {2},
  abstract = {A common approach to attract students in the United States to the geosciences is to emphasize outdoor experiences in the natural world. However, it is unclear how successful this strategy is. Specifically, the geosciences have been less successful than other sciences at recruiting a diverse workforce that reflects different perspectives and life experiences. Here we present a survey of students enrolled in College Algebra at a Hispanic-serving institution in the southwestern United States where, of 1550 students surveyed, 55.3\% identified as an underrepresented minority (URM). We find that surveyed students care little about working outdoors. Instead, they rate altruistic factors, such as helping people or the environment, as most important. Female respondents rate these factors higher than male respondents. We also find that many respondents know little about what a career in geoscience entails. We argue that better informing students about the altruistic potential of geoscience careers would be an effective strategy to broaden recruitment. The prospect of working outdoors, which has commonly been emphasized in geoscience recruitment, is less attractive to students than altruistic factors when considering future career paths, according to a survey of students in a diverse southwestern US college.},
  doi      = {10.1038/s43247-021-00287-4},
  file     = {PDF:/home/eesh/Zotero/storage/GQWPCNHB/full-text.pdf:application/pdf},
  keywords = {Human behaviour, Scientific community, Solid Earth sciences},
  url      = {https://www.nature.com/articles/s43247-021-00287-4},
  urldate  = {2021-10-08},
}

@Article{MacPhee2013,
  author  = {MacPhee, D and Farro, S and Canetto, S S},
  journal = {Analysis of Social Issues and Public Policy},
  title   = {Academic self-efficacy and performance of underrepresented {STEM} majors: gender, ethnic, and social class patterns},
  year    = {2013},
  pages   = {347--369},
  volume  = {13},
  annote  = {This sociological study assessed the self-efficacy and performance of women, students from low economic status (SES), and African-American/Latino/Native American (ALNA) students before entering and after exiting a STEM mentoring program. They used students' GPA, GRE scores, and the Watson-Glaser Critical Thinking Assessment to assess performance, and the What I am Like scale to assess self-efficacy. They found that (1) women's self-confidence was lower than men's despite similar academic performance, and (2) students who identified with more than one STEM-minority status had lower self-efficacy and academic performance than students who identified with only one STEM-minority status. Some students, particularly women, low SES students, and ALNAs, saw an increase in self-efficacy over the course of the program, emphasizing the potentially positive effects of mentoring. In addition, this was the first study to explore combined effects of being part of multiple STEM-minority groups and highlights the need to better understand the effects of intersectionality on students' self-efficacy and performance.},
}

@Article{Dutt2021,
  author  = {Dutt, Kuheli},
  journal = {Nature Geoscience},
  title   = {Addressing racism through ownership},
  year    = {2021},
  month   = feb,
  note    = {Publisher: Nature Research},
  number  = {2},
  pages   = {58},
  volume  = {14},
  doi     = {10.1038/S41561-021-00688-2},
  file    = {PDF:/home/eesh/Zotero/storage/2PE4JDS4/full-text.pdf:application/pdf},
  urldate = {2021-09-28},
}

@Article{Bennett2021,
  author   = {Bennett, Nathan J. and Katz, Laure and Yadao-Evans, Whitney and Ahmadia, Gabby N. and Atkinson, Scott and Ban, Natalie C. and Dawson, Neil M. and de Vos, Asha and Fitzpatrick, Juno and Gill, David and Imirizaldu, Mael and Lewis, Naia and Mangubhai, Sangeeta and Meth, Leah and Muhl, Ella Kari and Obura, David and Spalding, Ana K. and Villagomez, Angelo and Wagner, Daniel and White, Alan and Wilhelm, Aulani},
  journal  = {Frontiers in Marine Science},
  title    = {Advancing {Social} {Equity} in and {Through} {Marine} {Conservation}},
  year     = {2021},
  issn     = {22967745},
  month    = jul,
  note     = {Publisher: Frontiers Media S.A.},
  pages    = {994},
  volume   = {8},
  abstract = {Substantial efforts and investments are being made to increase the scale and improve the effectiveness of marine conservation globally. Though it is mandated by international law and central to conservation policy, less attention has been given to how to operationalize social equity in and through the pursuit of marine conservation. In this article, we aim to bring greater attention to this topic through reviewing how social equity can be better integrated in marine conservation policy and practice. Advancing social equity in marine conservation requires directing attention to: recognition through acknowledgment and respect for diverse peoples and perspectives; fair distribution of impacts through maximizing benefits and minimizing burdens; procedures through fostering participation in decision-making and good governance; management through championing and supporting local involvement and leadership; the environment through ensuring the efficacy of conservation actions and adequacy of management to ensure benefits to nature and people; and the structural barriers to and institutional roots of inequity in conservation. We then discuss the role of various conservation organizations in advancing social equity in marine conservation and identify the capacities these organizations need to build. We urge the marine conservation community, including governments, non-governmental organizations and donors, to commit to the pursuit of socially equitable conservation.},
  doi      = {10.3389/FMARS.2021.711538/BIBTEX},
  file     = {PDF:/home/eesh/Zotero/storage/FP5AKH6F/full-text.pdf:application/pdf},
  keywords = {environmental justice, marine conservation, marine policy, marine protected areas, ocean equity, ocean governance, social equity},
  urldate  = {2021-11-12},
}

@Article{Pho2018,
  author  = {Pho, H},
  journal = {Inside Higher Ed},
  title   = {Career advice for first-generation grad students (opinion)},
  year    = {2018},
  annote  = {This opinion piece, written by Helen Pho for Inside Higher Ed, provides six pieces of advice to help first-generation graduate students navigate graduate school. She recommends that students (1) network early to learn what they don't know, (2) build professional working relationships with a mentor, and (3) resist the urge to undersell their talents. She also suggests (4) gaining research outside of the PhD, (5) taking advantage of on-campus career services, and (6) cultivating a supportive network of peers. A program seeking to include diversity should provide resources such as those mentioned in the article in order to increase the success of students who are new to the world academia.},
  url     = {https://www.insidehighered.com/advice/2018/10/08/career-advice-first-generation-grad-students-opinion},
}

@Article{Flaherty2015,
  author  = {Flaherty, C},
  journal = {Inside Higher Ed},
  title   = {Cluster {Hiring} and {Diversity}},
  year    = {2015},
  annote  = {The article summarizes a report written by the Coalition for Urban Serving Universities, the Association of Public and Land-grant Universities, and the Association of American Medical Colleges. The report sampled 10 geographically distinct public universities to better understand how effective cluster hiring can be, specifically in promoting diversity and fostering an inclusive campus environment. A variety of cluster hire programs were sampled, ranging from those funded by their departments to those funded by outside sources, and from those with distinct management structures to those with little management. The study found that cluster hiring increased racial, gender, and ethnic diversity even when that wasn't the intended outcome, and that programs with cluster hiring had increased retention. However, cluster hire programs can fail if there is not sufficient buy-in from institutional leadership and other faculty, if funds are not clearly appropriated, and if interdisciplinary work is not valued in the tenure evaluation process. The article concludes with a list of 8 suggestions for how to make cluster hiring most effective.},
  url     = {https://www.insidehighered.com/news/2015/05/01/new-report-says-cluster-hiring-can-lead-increased-faculty-diversity},
}

@Article{Cooperdock2021,
  author   = {Cooperdock, Emily H. G. and Chen, Christine Y. and Guevara, Victor E. and Metcalf, James R.},
  journal  = {AGU Advances},
  title    = {Counteracting {Systemic} {Bias} in the {Lab}, {Field}, and {Classroom}},
  year     = {2021},
  issn     = {2576-604X},
  month    = mar,
  note     = {Publisher: John Wiley \& Sons, Ltd},
  number   = {1},
  pages    = {e2020AV000353},
  volume   = {2},
  abstract = {Grappling with systemic discrimination and bias in geosciences can be overwhelming to the 22 point that one may feel powerless to fix them. Despite the sweeping nature of this challenge, 23 faculty, principal investigators, and other scientists with leadership roles have unparalleled 24 power to mitigate harm in environments they oversee. Here, we identify ways that scientists in 25 these roles can immediately address bias in three common spaces — the lab, field, and 26 classroom. We highlight key actions that can be taken to improve the quality of life of 27 marginalized students and other trainees quickly, while important but comparatively slow 28 institutional changes proceed.},
  doi      = {10.1029/2020AV000353},
  file     = {PDF:/home/eesh/Zotero/storage/XP6244YQ/full-text.pdf:application/pdf},
  keywords = {diversity, equity, inclusion, principle investigator, systemic bias},
  url      = {https://onlinelibrary.wiley.com/doi/full/10.1029/2020AV000353},
  urldate  = {2021-09-28},
}

@Article{Lee2015,
  author  = {Lee, Y N and Walsh, J P and Wang, J},
  journal = {Research Policy},
  title   = {Creativity in scientific teams: unpacking novelty and impact},
  year    = {2015},
  pages   = {684--697},
  volume  = {44},
  annote  = {The study looks at the effects of team size on two metrics for creativity: novelty and impact. By surveying publications on the web of science, researchers found that increasing team size (proxied by the number of co-authors) was positively associated with higher impact papers. Larger teams have larger networks of colleagues, which may increase the visibility and ultimately, the citation number for a paper. In contrast, increasing time size has an inverted “u-shaped” relationship with novelty, with an intermediate number of co-authors being associated with the highest novelty scores as assessed by rarity of co-cited papers in the bibliography. The effect on novelty was primarily driven by the higher knowledge diversity brought by larger teams. While larger teams can increase the knowledge available, and have a larger pool of resources, they can also suffer from “process loss” due to lower consensus, more conflicts, and higher coordination costs. Authors of this study encourage developing more interdisciplinary teams, but caution that there is a size threshold where a large team could reduce novelty. They also call for future studies on the impacts of other diversity metrics (race/ethnicity, gender, nationality, age/tenure) in relation to creativity.},
}

@Article{Mohai2009,
  author  = {Mohai, P and Pellow, D and Roberts, J T},
  journal = {Annual Review of Environment and Resources},
  title   = {Environmental {Justice}},
  year    = {2009},
  pages   = {405--430},
  volume  = {34},
  annote  = {This article reviews how Environmental Justice and the research surrounding it have developed over the past two decades. It begins with a history of the Environmental Justice movement, and includes the EPA's definition of Environmental Justice: “The fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies”. The review explores the different causes of environmental racism, including economic drivers, sociopolitical drivers, and racial discrimination. There are now hundreds of studies documenting unequal exposure to pollution along racial, ethnic, and socioeconomic lines. In addition, globalization has created new issues and patterns of exposure, and climate change has resulted in inequities that exist on national and international scales.},
}

@Article{Hsiang2017,
  author   = {Hsiang, Solomon and Kopp, Robert and Jina, Amir and Rising, James and Delgado, Michael and Mohan, Shashank and Rasmussen, D. J. and Muir-Wood, Robert and Wilson, Paul and Oppenheimer, Michael and Larsen, Kate and Houser, Trevor},
  journal  = {Science},
  title    = {Estimating economic damage from climate change in the {United} {States}},
  year     = {2017},
  issn     = {10959203},
  number   = {6345},
  pages    = {1362--1369},
  volume   = {356},
  abstract = {Estimates of climate change damage are central to the design of climate policies. Here, we develop a flexible architecture for computing damages that integrates climate science, econometric analyses, and process models. We use this approach to construct spatially explicit, probabilistic, and empirically derived estimates of economic damage in the United States from climate change. The combined value of market and nonmarket damage across analyzed sectors - agriculture, crime, coastal storms, energy, human mortality, and labor - increases quadratically in global mean temperature, costing roughly 1.2\% of gross domestic product per +1°C on average. Importantly, risk is distributed unequally across locations, generating a large transfer of value northward and westward that increases economic inequality. By the late 21st century, the poorest third of counties are projected to experience damages between 2 and 20\% of county income (90\% chance) under business-as-usual emissions (Representative Concentration Pathway 8.5).},
  doi      = {10.1126/science.aal4369},
  file     = {PDF:/home/eesh/Zotero/storage/AVZW36UC/m-api-59ba749a-c844-5341-2440-de45389873d0.pdf:application/pdf},
  pmid     = {28663496},
  url      = {http://www.ncbi.nlm.nih.gov/pubmed/28663496},
}

@Book{Phillips2015,
  author    = {Phillips, S D and Bernard-Donals, M and Davenport, B and Dutta, D and Furton, K G and Kaufman, L S and LaPolt, P S and Bischof, M N and Stubaus, K R and Hippensteele, S and Hironaka-Juteau, J and Severin, L R and Danek, J and Michaels, J},
  publisher = {Urban Universities for Health},
  title     = {Faculty cluster hiring for diversity and institutional climate},
  year      = {2015},
  annote    = {This report, from Urban Universities for Health, is accurately summarized by the Chronicle for Higher education, is paraphrased here: “Hiring faculty members in clusters into multiple departments or colleges was originally designed to expand interdisciplinary research. But faculty clusters also have the potential to help diversify a college's faculty and improve institutional climate. According to the report, the University of Wisconsin at Madison pioneered the practice and has hired nearly 150 faculty members in 48 clusters since 1998. In more recent years, institutions such as North Carolina State University and the University of Illinois at Chicago have followed suit. The report takes stock of cluster-hiring at 10 institutions, and offers “promising practicies”. The bottom line is that cluster hiring can increase interdisciplnary collaboration and, dependong on how it is done, can also improve diversity, campus climate, and faculty success.},
}

@Article{Seay2008,
  author  = {Seay, S E and Lifton, D E and Wuensch, K L and Bradshaw, L K and McDowelle, J O},
  journal = {The Journal of Continuing Higher Education},
  title   = {First-generation graduate students and attrition risks},
  year    = {2008},
  pages   = {11--25},
  volume  = {56},
  annote  = {A longitudinal study was done to identify the obstacles that first generation students face in obtaining a graduate degree. This publication focused on Phase I of the study by collecting demographics of first generation students, and determining whether first generation students were more likely to meet criteria previously identified as risk factors for attrition in undergraduate programs. Compared to non-first generation students, first generation students were more likely to have delayed enrollment to graduate school, be employed, be married, be older, be financially independent, and have children. Authors urged institutions to collect primary source data to identify their student populations and to acknowledge that first generation students have retention challenges. They also review a number of strategies that can increase retention for first generation students including: (1) providing avenues for polishing academic skills in statistics, writing, and information acquisition (2) giving information about childcare availability, home energy assistance grants, prescription drug programs, and health care insurance (3) explicitly discussing the cultural norms and expectations of graduate programs, (4) providing multiple opportunities to interact with peers and faculty to increase confidence and self esteem.},
}

@Book{Ratcliffe2013,
  author    = {Ratcliffe, C and McKernan, S-M.},
  publisher = {The Urban Institute},
  title     = {Forever in your debt: who has student loan debt, and who's worried?},
  year      = {2013},
  annote    = {Ratcliffe and McKernan summarize recent data that explains the issue of student debt in the U.S. Student debt affects all races, genders, and income classes, but is more common for women and people with lower household incomes. In addition, only 16\% of white people in the U.S. have student debt, while 34\% of African Americans and 28\% of Hispanics have some debt. This relates to issues of diversity, because if oceanography is seen as a less profitable career and graduate school is viewed as too expensive, people from URM (who are also more likely have personal debt) are less likely to choose that path. This issue could be combated by informing undergrads that a scientific PhD is paid for and by showing examples of more profitable careers (ex consulting).},
  url       = {https://www.urban.org/sites/default/files/publication/23736/412849-Forever-in-Your-Debt-Who-Has-Student-Loan-Debt-and-Who-s-Worried-.PDF},
}

@Article{Hong2004,
  author  = {Hong, L and Page, S E},
  journal = {Proceedings of the National Academy of Sciences of the United States of America},
  title   = {Groups of diverse problem solvers can outperform groups of high-ability problem solvers},
  year    = {2004},
  pages   = {16385--16389},
  volume  = {101},
  annote  = {This article explores the role of functional diversity in improving group performance; specifically, it explores how a randomly selected group of capable individuals could outperform a group of the highest-performing individuals. The authors clarify that, while some studies have found correlations between individual diversity and functional diversity, their model only applies to functional diversity: the variety of skills the individuals bring to a group. The mathematical model shows that, in the limit as a group becomes very large, the highest performing individuals necessarily become less functionally diverse. Thus, a group of randomly selected individuals from the entire group (so long as the individuals in the group are capable) will necessarily have larger functional diversity and outperforming a group of the highest performing individuals.},
}

@Book{Kent2016,
  author    = {Kent, J D and McCarthy, M T},
  publisher = {Council of Graduate Schools},
  title     = {Holistic review in graduate admissions: a report from the council of graduate schools},
  year      = {2016},
  annote    = {This report, from the Council of Graduate Schools (CGS) is summarized well by on their own website by Katherine Hazelrigg (https://cgsnet.org/new-report-highlights-promise-holistic-graduate-admissions-increase-diversity). The report surveys more than 500 universities across the U.S. to assess their practices towards a holistic application process. Holistic applications are increasingly viewed as a means of addressing diversity issues, because traditional standards of success such as GPAs and test scores have been shown to disadvantage students from underrepresented minorities. From the summary, it is apparent that these changes are still in the fledgling stage, and that more work needs to be done to find best practices.},
}

@Article{Gardner2015,
  author  = {Gardner, L},
  journal = {The Chronicle of Higher Education},
  title   = {Making diversity not the work of one office, but a campus-wide priority},
  year    = {2015},
  annote  = {In this article, Lee Gardner, senior reporter of The Chronicle for Higher Education, outlines ways in which universities can make diversity a priority of the entire campus, not just one small office. In many institutions the diversity office consists of one or a handful of people, and the rest of the institution only chimes in when a scandal happens, as Gardner writes. To combat this, the diversity focus needs to come from the top down (including deans, provosts, and presidents), responsibility should be shared across several individuals or groups, and diversity offices should focus on doing a few tasks well, or risk doing many tasks poorly.},
  url     = {https://www.chronicle.com/article/Making-Diversity-Not-the-Work/230543},
}

@Article{Latulippe2020,
  author   = {Latulippe, Nicole and Klenk, Nicole},
  journal  = {Current Opinion in Environmental Sustainability},
  title    = {Making room and moving over: knowledge co-production, {Indigenous} knowledge sovereignty and the politics of global environmental change decision-making},
  year     = {2020},
  issn     = {18773435},
  note     = {Publisher: Elsevier B.V.},
  pages    = {7--14},
  volume   = {42},
  abstract = {The global environmental change research community that engages with Indigenous knowledge holders commonly practice engagement in an extractive way: knowledge is treated as data that can be aggregated and understood in abstract and universal form. This assumes that knowledge and governance are separate and gives knowledge co-production the appearance of playing an informative and facilitative role in global environmental change governance. But seeking Indigenous knowledge to inform environmental decision-making implies that Indigenous peoples are stakeholders as opposed to self-determining nations with rights and responsibilities regarding their knowledge systems and lands. Indigenous sovereignty is not respected when knowledge is treated as mere data for collective decision-making. This paper brings literatures on knowledge co-production together with Indigenous knowledge, research, and environmental governance to explain why co-production scholars must move away from seeking to better ‘integrate’ Indigenous knowledges into western science and make way for Indigenous research leadership.},
  doi      = {10.1016/j.cosust.2019.10.010},
  file     = {PDF:/home/eesh/Zotero/storage/XBV893XH/Latulippe2020.pdf:application/pdf},
  url      = {https://doi.org/10.1016/j.cosust.2019.10.010},
}

@Article{Dutt2020,
  author  = {Dutt, Kuheli},
  journal = {Nature Geoscience},
  title   = {Race and racism in the geosciences},
  year    = {2020},
  month   = jan,
  note    = {Publisher: Nature Research},
  number  = {1},
  pages   = {2--3},
  volume  = {13},
  doi     = {10.1038/S41561-019-0519-Z},
  file    = {PDF:/home/eesh/Zotero/storage/AQDEE43D/full-text.pdf:application/pdf},
  urldate = {2021-09-28},
}

@Article{Denson2009,
  author  = {Denson, N and Chang, M J},
  journal = {American Educational Research Journal},
  title   = {Racial diversity matters: the impact of diversity-related student engagement and institutional context},
  year    = {2009},
  pages   = {322--353},
  volume  = {46},
  annote  = {This longitudinal study explored the relationship between racial diversity and learning outcomes in undergraduate education. Self efficacy (intellectual confidence, competitiveness, and academic ability), along with academic skills (general knowledge, problem solving ability, critical thinking skills, and writing skills) were self-reported by students. Racial diversity, was assessed in three categories: 1) structural diversity (racial/ethnic diversity of the student body), 2) curricular/co-curricular diversity (institutionally run efforts to expose students to diversity), and 3) interaction diversity (informal interactions of people of different races). Using hierarchical linear modeling, the authors were able to assess the effects of diversity at the level of individual students and at the level of institutions. The study found that students who had higher involvement in diversity initiatives and who had more cross-cultural interactions reported higher levels of self-efficacy and higher general academic scores. Strikingly, authors also found institution-wide gains – students at institutions that had more diversity initiatives also had higher self-reported academic skills and a greater ability to get along with students of other races. This effect was found regardless of an individual student's involvement in the campus diversity initiatives. While authors find no statistically significant effect of structural diversity ob student outcomes, they caution that it is too early to conclude that student body racial composition does not affect academic outcomes. In fact, they argue it is likely that the student body racial composition may affect the other racial diversity dimensions (cross-cultural exchanges and student body involvement in racial diversity issues). Overall, authors conclude that institutions that embrace diversity create positive educational benefits for all their students. Authors also call for more studies on looking particularly at the impacts of racial diversity on the level of school staff in shaping academic achievement.},
}

@Article{Harding1992,
  author  = {Harding, Sandra},
  journal = {The Centennial Review},
  title   = {{RETHINKING} {STANDPOINT} {EPISTEMOLOGY}: {WHAT} {IS} "{STRONG} {OBJECTIVITY}?"},
  year    = {1992},
  issn    = {01620177, 23754869},
  number  = {3},
  pages   = {437--470},
  volume  = {36},
  annote  = {Sandra Harding is a preeminent philosopher of science. In this piece she explores the implications of feminist theory for scientific knowledge and practice. In particular, this piece prompts us to pay close attention to the idea of “objectivity” and the implications of the makeup of the scientific community for the production of “good” and “objective” science. Harding emphasizes the ways in which close attention to the links between science and politics generates stronger standards for objectivity and, consequently, more trustworthy science.},
  url     = {http://www.jstor.org/stable/23739232},
}

@InCollection{Subramaniam2014,
  author    = {Subramaniam, Banu},
  booktitle = {Ghost {Stories} for {Darwin}: {The} {Science} of {Variation} and the {Politics} of {Diversity}},
  title     = {Singing the {Morning} {Glory} {Blues}},
  year      = {2014},
  file      = {PDF:/home/eesh/Zotero/storage/P5UM2SDH/Subramaniam-Banu.-2014.-Singing-the-Morning-Glory-Blues-A-Fictional-Science-from-Ghost-Stories-for-Darwin.pdf:application/pdf},
}

@Article{Freeman2014,
  author  = {Freeman, R B and Huang, W},
  journal = {Nature},
  title   = {Strength in {Diversity}},
  year    = {2014},
  pages   = {305},
  volume  = {513},
  annote  = {This commentary reflected on a study which analyzed 2.5 million research papers to determine the role of ethnicity (proxied by co-author surname) on a publication's impact. The study first found that authors of the same ethnicity tend to work with each other more often than predicted by chance. Furthermore, studies with authors from the same ethnicity (those with high homophily) as also more likely to have a lower impact factor than studies with co-authors with multiple ethnicities. Authors suggest that teams with ethnically diverse co-authors make an effort to address cultural and linguistic differences in order to communicate more effectively, and may also be more creative as a result of incorporating a variety of perspectives. An ethnically diverse team could lead to a larger, more diverse audience noticing and citing the work.},
}

@Article{Clark2005,
  author  = {Clark, L},
  journal = {Oceanography},
  title   = {Strength in {Diversity}},
  year    = {2005},
  pages   = {6--7},
  volume  = {18},
  annote  = {This brief introduction to a special issue of Oceanography was written by Larry Clark, TOS President in 2005. The introduction focuses primarily on gender diversity, as the goal of the special issue was to highlight women's accomplishments in oceanography. In the introduction, Clark calls for increased support from TOS to improve diversity and points out that diversity of all kinds decreases up the academic ranks. He emphasizes a focus on mentoring and role models to encourage diverse groups, particularly women, to stay in the geosciences.},
  url     = {https://doi.org/10.5670/oceanog.2005.74},
}

@Book{Solow2017,
  author   = {Solow, Robert M.},
  title    = {Sustainability: {An} economist’s perspective},
  year     = {2017},
  isbn     = {978-1-351-89660-3},
  note     = {Publication Title: Sustainability},
  abstract = {World Commission on Environment and Development, Our Common Future (The Brundtland Report). Oxford: Oxford University Press, 1987.World Conservation Union, Caring for the Earth. Gland, Switzerland, 1991; see especially p. 10.},
  doi      = {10.4324/9781315241951-28},
  file     = {PDF:/home/eesh/Zotero/storage/CG3XU9FD/Solow - 1991 - Sustainability An Economist's Perspective.pdf:application/pdf},
}

@Article{GolashBoza2016,
  author  = {Golash-Boza, T},
  journal = {Inside Higher Ed},
  title   = {The {Effective} {Diversity} {Statement}},
  year    = {2016},
  volume  = {26},
  annote  = {Diversity statements are increasingly an application option or requirement in academia, and some institutions have gone so far as to release their own diversity statements. In this article, the author outlines 7 tips for writing an effective diversity statement that can be compressed into four main ideas: (1) tell your personal story and avoid exaggerating the truth, (2) be specific about your past engagement in diversity efforts, (3) focus on agreed-upon examples of diversity such as gender, race, ability, etc., and (4) tailor your diversity statement to the institution in which you're interested. Although this advice is geared towards the individual, it can still be effective in helping an institution draft a diversity policy statement that is accurate to the institution's history and interesting to those outside the institution who are reading the statement.},
}

@Article{Wilder2016,
  author   = {Wilder, Benjamin T. and O'Meara, Carolyn and Monti, Laurie and Nabhan, Gary Paul},
  journal  = {BioScience},
  title    = {The {Importance} of {Indigenous} {Knowledge} in {Curbing} the {Loss} of {Language} and {Biodiversity}},
  year     = {2016},
  issn     = {15253244},
  number   = {6},
  pages    = {499--509},
  volume   = {66},
  abstract = {Biodiversity inventory, monitoring, and species-recovery efforts can be advanced by a dynamic collaboration of Western, citizen, and ethnoscience. Indigenous and local traditional knowledge of place-based biodiversity is perhaps the oldest scientific tradition on earth. We illustrate how an all taxa biodiversity inventory network of projects in collaboration with the Comcaac (Seri people) in northwestern Mexico is advancing not only biosystematics but also species recovery, habitat restoration, language conservation and maintenance, and the maintenance of traditional livelihoods. We encourage scientists to establish collaborations with indigenous and other place-based communities to better understand the wealth of knowledge held in local categorization systems. It is essential to not merely seek out one-To-one correspondences between Western and indigenous knowledge but also to recognize and respect the creative tensions among these different knowledge systems, because this is where the most profound insights and fruitful collaborations emerge.},
  doi      = {10.1093/biosci/biw026},
  file     = {PDF:/home/eesh/Zotero/storage/JUAGJQYE/biw026.pdf:application/pdf},
  keywords = {traditional ecological knowledge, biodiversity, citizen science, conservation, transdisciplinary collaboration},
}

@Article{Cech2022,
  author   = {Cech, Erin A.},
  journal  = {Science Advances},
  title    = {The intersectional privilege of white able-bodied heterosexual men in {STEM}},
  year     = {2022},
  issn     = {23752548},
  number   = {24},
  volume   = {8},
  abstract = {A foundational assumption of science, technology, engineering, and math (STEM) inequality research is that members of the most well represented demographic group—white able-bodied heterosexual men (WAHM)—are uniquely privileged in STEM. But is this really the case? Using survey data of U.S. STEM professionals (N= 25,324), this study examines whether WAHM experience better treatment and rewards in STEM compared with members of all 31 other intersectional gender, race, sexual identity, and disability status categories. Indicating systematic advantages accompanying WAHM status, WAHM experience more social inclusion, professional respect, and career opportunities, and have higher salaries and persistence intentions than STEM professionals in 31 other intersectional groups. Decomposition analyses illustrate that these advantages operate in part as premiums—benefits attached to WAHM status that cannot be attributed to variation in human capital, work effort, and other factors. These findings motivate research and policy efforts to move beyond a single axis paradigm to better understand and address intersectional (dis)advantages in STEM.},
  doi      = {10.1126/sciadv.abo1558},
  file     = {PDF:/home/eesh/Zotero/storage/H73SRTV2/Cech - 2022 - The intersectional privilege of white able-bodied heterosexual men in STEM.pdf:application/pdf},
  pmid     = {35704581},
}

@Article{Deloria2019,
  author  = {Deloria, Philip},
  journal = {The New Yorker},
  title   = {The {Invention} of {Thanksgiving}},
  year    = {2019},
  issn    = {0308-275X},
  file    = {PDF:/home/eesh/Zotero/storage/ZQIIVZW2/The Invention of Thanksgiving _ The New Yorker.pdf:application/pdf},
}

@Article{Jimenez2019,
  author   = {Jimenez, Miguel F. and Laverty, Theresa M. and Bombaci, Sara P. and Wilkins, Kate and Bennett, Drew E. and Pejchar, Liba},
  journal  = {Nature Ecology and Evolution},
  title    = {Underrepresented faculty play a disproportionate role in advancing diversity and inclusion},
  year     = {2019},
  month    = jul,
  note     = {Publisher: Nature Publishing Group},
  number   = {7},
  pages    = {1030--1033},
  volume   = {3},
  abstract = {A diverse and inclusive scientific community is more productive, innovative and impactful, yet ecology and evolutionary biology continues to be dominated by white male faculty. We quantify faculty engagement in activities related to diversity and inclusion and identify factors that either facilitate or hinder participation. Through a nationwide survey, we show that faculty with underrepresented identities disproportionally engage in diversity and inclusion activities, yet such engagement was not considered important for tenure. Faculty perceived time and funding as major limitations, which suggests that institutions should reallocate resources and reconsider how faculty are evaluated to promote shared responsibility in advancing diversity and inclusion.},
  doi      = {10.1038/S41559-019-0911-5},
  file     = {PDF:/home/eesh/Zotero/storage/MNKWSR2J/full-text.pdf:application/pdf},
  urldate  = {2021-09-28},
}

@Article{Daniel2019,
  author   = {Daniel, Raychelle},
  journal  = {Eos},
  title    = {Understanding {Our} {Environment} {Requires} an {Indigenous} {Worldview}},
  year     = {2019},
  issn     = {2324-9250},
  number   = {December 2019},
  pages    = {1--6},
  volume   = {100},
  abstract = {As geoscience and policy-making communities begin to recognize the importance of including indigenous knowledge into their work, we must place the proper value on it through equitable time and funding.},
  doi      = {10.1029/2019eo137482},
  file     = {PDF:/home/eesh/Zotero/storage/4LYW6G5I/Understanding Our Environment Requires an Indigenous Worldview - Eos.pdf:application/pdf},
}

@Article{ShermanMorris2016,
  author  = {Sherman-Morris, K and McNeal, K S},
  journal = {Journal of Geoscience Education},
  title   = {Understanding perceptions of the geosciences among minority and nonminority undergraduate students},
  year    = {2016},
  pages   = {147--156},
  volume  = {64},
  annote  = {This paper reports on an on-campus survey at a “large southeastern American university” which was designed to understand college students' (1) selection of college major and science electives, (2) perception of an ideal career, (3) interest in science and math, and perceptions of the geosciences compared to other science fields. The survey results revealed significant differences between non-minority groups and underrepresented minorities (URMs). A key difference was that URMs placed more emphasis on helping the environment and society when choosing a major, and, while they indicated an interest in science in math, often scored their abilities lower than their non-minority counterparts. The survey also revealed that all students viewed the geosciences as unfavorable for job prospects compared to other sciences such as biology and chemistry. The study highlights the need to educate the general public about the geosciences, as many undergraduate students are unaware of what kind of science they entail, which coursework is required to pursue them, and what career opportunities exist. URMs in particular might be unaware of how a career in the geosciences might align with their interests.},
}

@Article{Jarvis2020,
  author  = {Jarvis, Brooke},
  journal = {The New Yorker},
  title   = {Who {Speaks} for {Crazy} {Horse}?},
  year    = {2020},
  file    = {PDF:/home/eesh/Zotero/storage/ESEBIZDA/Who Speaks for Crazy Horse_ _ The New Yorker.pdf:application/pdf},
}

@Article{Viki2016,
  author  = {Viki, T},
  journal = {Forbes},
  title   = {Why diverse teams are more creative},
  year    = {2016},
  annote  = {This brief review, written by Dr. Tendayi Viki of Strategyzer, assesses several studies that support the claim that a multicultural environment enhances individual creativity. The article is based on the assumption that companies require “aha” moments of creativity in order to innovate, and that these “aha” moments can be spurred by multicultural environments. The article outlines a few key findings with respect to multicultural diversity: (1) multicultural experiences enhance creativity, (2) creativity is only enhanced if the individual has actually lived in a different culture, (3) multicultural experiences enhance idea flexibility, (4) individuals from two cultures show “greater levels of integrative complexity”, and (5) when multiple insights combine to create something novel, that is the “eureka moment” necessary for creativity. This article supports the idea that increasing international representation at WHOI would be beneficial for research.},
  url     = {https://www.forbes.com/sites/tendayiviki/2016/12/06/why-diverse-teams-are-more-creative/#4de489e87262},
}

@Article{Rock2016,
  author  = {Rock, D and Grant, H},
  journal = {Harvard Business Review},
  title   = {Why diverse teams are smarter},
  year    = {2016},
  annote  = {In this article written for the Harvard Business Review, the authors present several arguments for why diverse teams are actually smarter, and not just because there are more ideas. Working with someone whose point of view is different from your own forces you to reassess what you think and why you think it, leading to more critical thinking overall. A diverse team has less bias overall and even reduces the bias of individuals. The authors then cite examples for when a diverse team has paid off, such as a statistical model that found companies with more women are more likely to innovate, and a study that concluded that culturally diverse leadership teams led to new product development in companies. They conclude with a cautionary statement: it is not enough to simply have a diverse team, you must also be sure that everyone's voice is heard.},
  url     = {https://hbr.org/2016/11/why-diverse-teams-are-smarter},
}

@Book{Hunt2015,
  author    = {Hunt, V and Layton, D and Prince, S},
  publisher = {McKinsey \& Company},
  title     = {Why diversity matters},
  year      = {2015},
  annote    = {Vivian Hunt is director of McKinsey \& Co.'s London office, from which the report summarized in the article originates. The report, Diversity Matters, sampled proprietary data sets from 366 public companies in Canada, Latin America, the United Kingdom, and the United States and compared the company's performance with the racial, ethnic, and gender diversity of their top management and boards. The report found that companies with more racial and ethnic diversity were more likely to have financial returns above their industry's means, while companies with less gender, racial, and ethnic diversity were less likely to achieve above-average financial returns. The authors argue that, while correlation doesn't mean causation, such statistics are enough to suggest that diversity affects overall company performance. They also suggest that these findings could be translated to other kinds of diversity, including age, sexual orientation, and experience.},
}

@Article{NSF2017,
  author   = {{National Science Foundation} and {National Center for Education Statistics}},
  journal  = {Special Report NSF 17-310},
  title    = {Women, minorities, and persons with disabilities in science and engineering},
  year     = {2017},
  pages    = {1--21},
  abstract = {About this report Women, Minorities, and Persons with Disabilities in Science and Engineering provides statistical information about the participation of these three groups in science and engineering education and employment. Its primary purpose is to serve as a statistical abstract with no endorsement of or recommendations about policies or programs. National Science Foundation reporting on this topic is mandated by the Science and Engineering Equal Opportunities Act (Public Law 96-516). This digest highlights key statistics drawn from a wide variety of data sources. Data and figures in this digest are organized into five topical areas—enrollment, field of degree, occupation, employment status, and early career doctorate holders. Surveys conducted by the National Center for Science and Engineering Statistics (NCSES) at the National Science Foundation provided a large portion of the data used in this report. NCSES has a central role in the collection, interpretation, analysis, and dissemination of objective data on the science and engineering enterprise.},
  annote   = {ISBN: NSF 00-327},
  doi      = {Special Report NSF 17-310},
  keywords = {minorities, NCSES, NSF, persons with disabilities, wmpd, wmpd data, wmpd tables, women},
  url      = {https://www.nsf.gov/statistics/2017/nsf17310/},
}

@Article{Johnson2011,
  author  = {Johnson, D},
  journal = {New Directions for Institutional Research},
  title   = {Women of color in science, technology, engineering, and mathematics ({STEM}).},
  year    = {2011},
  pages   = {75--85},
  volume  = {152},
  annote  = {Many of the prevailing paradigms about women in STEM arise from research conducted on white women. Even in fields where women are represented at near-parity with men in enrollment and degrees granted, there are 5-10 times more white women as there are women from each of the under-represented groups (African American, Hispanic, Pacific Islander, American Indian, and multi-racial). Women of color face issues related to exclusion, isolation, and lack of faculty support. Their multi-faceted ethnic and cultural identities may affect their participation in on-campus study groups and internships while maintaining their financial and familial obligations. Women of color who do persist in STEM fields have resiliency from a strong sense of identity and/or a desire to use a STEM career to benefit their communities. The article calls for more inclusive research practices that will enable the development of supportive learning environments for women of color.},
  doi     = {https://doi.org/10.1002/ir.410},
  url     = {https://onlinelibrary.wiley.com/doi/abs/10.1002/ir.410},
}

@Comment{jabref-meta: databaseType:bibtex;}