Description
Demographic, intellectual, and individual diversity have been linked to increase in innovation, problem-solving, critical thinking, and economic gains. However, there are multiple challenges associated with recruiting, retaining, and advancing underrepresented groups in Science, Technology, Engineering, and Mathematics (STEM). Studies have indicated negative implicit bias against women and minorities in terms of their perceived competence, worthiness to be hired, and payment irrespective to their qualification. Additionally, lack of mentoring and access to personal capital often hinder students’ academic advancement in STEM. However, there have been multiple intentional, recent efforts to increase and foster diversity in sciences. Some of the most effective approaches include targeting mentoring support to underrepresented groups and creating policies to educate faculty, students, and staff on the subject of diversity and inclusion. Moreover, effective mentoring has been closely related to shared values between mentor and mentee, as well as to appropriate valuation of student contribution to scientific work, but not to similarity in demographic characteristics. Nevertheless, representation is also important in the recruitment and retention of minorities in STEM. Finally, a committed, collective effort in Forage Science to evaluate the current state of diversity, as well as to delineate effective strategies to foster diversity, are crucial to improve inclusivity in our discipline and prepare us to face preeminent challenges of the future.
DOI
https://doi.org/10.13023/wykw-az13
Citation
Kohmann, M. M., "Creating an Educational Experience that Fosters Diversity and Inclusion" (2024). IGC Proceedings (1993-2023). 27.
https://uknowledge.uky.edu/igc/XXV_IGC_2023/Sustainability/27
Included in
Agricultural Science Commons, Agronomy and Crop Sciences Commons, Plant Biology Commons, Plant Pathology Commons, Soil Science Commons, Weed Science Commons
Creating an Educational Experience that Fosters Diversity and Inclusion
Demographic, intellectual, and individual diversity have been linked to increase in innovation, problem-solving, critical thinking, and economic gains. However, there are multiple challenges associated with recruiting, retaining, and advancing underrepresented groups in Science, Technology, Engineering, and Mathematics (STEM). Studies have indicated negative implicit bias against women and minorities in terms of their perceived competence, worthiness to be hired, and payment irrespective to their qualification. Additionally, lack of mentoring and access to personal capital often hinder students’ academic advancement in STEM. However, there have been multiple intentional, recent efforts to increase and foster diversity in sciences. Some of the most effective approaches include targeting mentoring support to underrepresented groups and creating policies to educate faculty, students, and staff on the subject of diversity and inclusion. Moreover, effective mentoring has been closely related to shared values between mentor and mentee, as well as to appropriate valuation of student contribution to scientific work, but not to similarity in demographic characteristics. Nevertheless, representation is also important in the recruitment and retention of minorities in STEM. Finally, a committed, collective effort in Forage Science to evaluate the current state of diversity, as well as to delineate effective strategies to foster diversity, are crucial to improve inclusivity in our discipline and prepare us to face preeminent challenges of the future.
