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Nondisclosure of lesbian, gay, bisexual, transgender, asexual, or otherwise queer (LGBTQA) identities in the workplace is both common and stressful to those who do not disclose. However, we lack direct evidence that nondisclosure of LGBTQA identity affects worker productivity. In two surveys of LGBTQA-identified scientists, we found that those who did not disclose LGBTQA identities in professional settings authored fewer peer-reviewed publications—a concrete productivity cost. In the second survey, which included straight and cisgender participants as a comparison group, we found that LGBTQA participants who disclosed their sexual orientation had publication counts more like non-LGBTQA participants than those who did not disclose, and that all three groups had similar time since first publication given their academic career stage. These results are most consistent with a productivity cost to nondisclosure of LGBTQA identity in professional settings, and suggest a concrete need to improve scientific workplace climates for sexual and gender minorities.

Rampant gender-based harassment and discrimination are recognized problems that negatively impact efforts to diversify science, technology, engineering and mathematics (STEM) fields. We explored the particularities of this phenomenon in the geosciences, via focus groups conducted at STEM professional society meetings, with the goal of informing interventions specific to the discipline. Using grounded theory analysis, two primary drivers for the persistence and perpetuation of gender-based harassment in the geosciences were identified: a particular history of power dynamics and maintenance of dominant stereotypes, and a pattern of ineffective responses to incidents of harassment and discrimination. Informed by intersectional feminist scholarship by women of color that illustrates how efforts to address the underrepresentation of women in STEM without attending to the overlapping impacts of racism, colonialism, ableism, and classism will not succeed, we view harassment and discrimination as structural problems that require collective solutions. Continuing to recruit individuals into a discipline without changing its fundamental nature can tokenize and isolate them or encourage assimilation and acceptance of deep-seated traditions no matter how damaging. It is the responsibility of those in power, and especially those who hold more privileged status due to their social identities, to contribute to the dismantling of current structures that reinforce inequity. By providing explanatory illustrative examples drawn from first-person accounts we aim to humanize the numbers reported in workplace climate surveys, address gaps in knowledge specific to the geosciences, and identify interventions aligned with an intersectional framework that aim to disrupt discriminatory practices endemic to the geosciences and larger STEM community.

Geosciences remain one of the least diverse fields. Efforts to diversify the discipline need to address the role of hostile and exclusionary work and learning environments. A workplace climate survey distributed to five professional organizations illustrates varied experiences of earth and space scientists over a 12‐month period (pre‐COVID). A majority experienced positive interactions in the workplace. However, scientists of color, women and non‐binary individuals, scientists with disabilities, and lesbian, gay, bisexual, queer, pansexual, and asexual (LGBQPA+) scientists more frequently experienced negative interactions, including interpersonal mistreatment, discriminatory language, and sexual harassment. Geoscientists of color were more likely to experience devaluation of their work than white scientists. More than half of women and non‐binary respondents, as well as those who identify as LGBQPA+ experienced identity‐based discriminatory remarks. Disabled geoscientists were more likely to hear negative identity‐based language than those who did not disclose a disability. Overall, 14% of all respondents experienced sexual harassment in the previous year. Rates were greatest for historically excluded groups: non‐binary (51%), LGBQPA+ (33%), disabled (26%), women (20%), and geoscientists of color (17%). A majority of geoscientists reported avoiding their colleagues and almost a third considered leaving their institution or a career change. Historically excluded groups were more likely to report opting out of professional activities with potential career consequences. To address continued exclusion and low retention in the earth and space sciences, recruitment is not enough. We need to create environments that ensure opportunities for all to thrive. Plain Language Summary The earth and space sciences are among the least diverse fields. Efforts to diversify the geosciences often focus on recruitment. However, we have not created environments where all geoscientists can thrive. Data collected from a workplace climate survey distributed through five professional organizations illustrates the varied experiences of earth and space scientists over the previous year (pre‐COVID). A large majority experienced positive interactions in the workplace. However, scientists of color, women, scientists with disabilities, non‐binary and LGBQPA+ (lesbian, gay, bisexual, queer, pansexual, and asexual) scientists more frequently experienced negative interactions at work compared to their colleagues. Geoscientists of color were more likely to have their work devalued than white scientists. More than half of women and non‐binary respondents, as well as LGBQPA+ scientists experienced identity‐based discriminatory remarks. Disabled scientists were more likely to hear negative identity‐based language than those without a disability. Rates of sexual harassment were greatest among historically excluded groups. Historically excluded groups were more likely to report opt‐out activities that can have negative professional consequences. Key Points Workplace experiences in the geosciences differ by gender, race and ethnicity, sexual orientation, ability status, and career stage Historically excluded groups report more negative workplace environments and negative career outcomes Diversity, equity, and inclusion efforts need to address hostile behavior effects on careers and retention in the geosciences

Inclusive and equitable geoscience requires identification and removal of structural barriers to participation. Replacing the leaky pipeline metaphor with that of a hostile obstacle course demands that those with power take the lead.

This article reviews geoscience education research published since the December 2007 \"Broadening Participation\" issue of the Journal of Geoscience Education to examine how research in the field has taken up-or not-calls for greater inclusivity. We also applied recent calls to actively confront and lessen reports of discrimination and harassment in the sciences and looked for evidence of how these goals are included in geoscience education research. This synthesis of the extant literature in geoscience education research was guided by a framework that draws from the concept of intersectionality (Collins, 2015 ; Crenshaw, 1991 ) and interventions that can build learning environments that provide physical and psychological safety for diverse students, educators, and field professionals synthesized by a 2018 report from the National Academies of Science, Engineering, and Medicine. We identified three primary themes in the literature reviewed and illustrate these with examples from published articles: (a) increased challenges to science as neutral, (b) continued assumptions of meritocracy in higher education, and (c) assimilation as representation. We also highlight exemplary articles that were most closely aligned with our conceptual framework, and then present three recommendations for future research efforts. A key goal of the present article is to call on researchers to more deeply consider the role of social identities in studies of geoscience education.

The geosciences are one of the least diverse disciplines in the United States, despite the field's relevance to livelihoods and local and global economies. Bias, discrimination, and harassment present serious hurdles to diversifying the field. These behaviors persist due to historical structures of exclusion, severe power imbalances, unique challenges associated with geoscientist stereotypes, and a culture of impunity that tolerates exclusionary behaviors and marginalization of scholars from underserved groups. We summarize recent research on exclusionary behaviors that create hostile climates and contribute to persistent low retention of diverse groups in the geosciences and other science, technology, engineering, and mathematics (STEM) fields. We then discuss recent initiatives in the US by geoscience professional societies and organizations, including the National Science Foundation-supported ADVANCEGeo Partnership, to improve diversity, equity, and inclusion by improving workplace climate. Social networks and professional organizations can transform scientific culture through providing opportunities for mentorship and community building and counteracting professional isolation that can result from experiencing hostile behaviors, codifying ethical practice, and advocating for policy change. We conclude with a call for a reexamination of current institutional structures, processes, and practices for a transformational and equitable scientific enterprise. To be truly successful, cultural and behavioral changes need to be accompanied by reeducation about the historical political structures of academic institutions to start conversations about the real change that has to happen for a transformational and equitable scientific enterprise.

Nondisclosure of lesbian, gay, bisexual, transgender, asexual, or otherwise queer (LGBTQA) identities in the workplace is both common and stressful to those who do not disclose. However, we lack direct evidence that nondisclosure of LGBTQA identity affects worker productivity. In two surveys of LGBTQA-identified scientists, we found that those who did not disclose LGBTQA identities in professional settings authored fewer peer-reviewed publications—a concrete productivity cost. In the second survey, which included straight and cisgender participants as a comparison group, we found that LGBTQA participants who disclosed their sexual orientation had publication counts more like non-LGBTQA participants than those who did not disclose, and that all three groups had similar time since first publication given their academic career stage. These results are most consistent with a productivity cost to nondisclosure of LGBTQA identity in professional settings, and suggest a concrete need to improve scientific workplace climates for sexual and gender minorities.

This article reviews advances of interest to multicultural educators and researchers in the complementary disciplines of multicultural education and educational anthropology including: the culture concept; biological and sociological conceptions of \"race;\" postmodern understandings of identity and subjectivity; and ethnographic accounts of how students' school experiences are shaped by globalization, immigration, class culture, neoliberalism, and popular culture. We further consider ways that teachers can support students from diverse backgrounds, and sociocultural approaches to understanding educational policy impacts and appropriation. Our hope is to narrow the distance between these two fields so that common aims can be even more effectively realized.

This dissertation is an in-depth ethnographic investigation of how local school district equity and diversity coordinators work within policy constraints and respond to particular local demands. The findings presented in this document are drawn from four years spent exploring the implementation of school integration policy in the state of Minnesota through observation of leaders' professional networks, legislative and department of education meetings and hearings, visits to three communities selected as case study sites, and a statewide survey of leaders in districts receiving integration revenue. Using a sociocultural approach to policy studies along with critical discourse analysis, this research examines community values and actions in the wider context of demographic shifts in public schools across the country, and highlights the localized nature of much educational policy. This work seeks broadly to explore practices designed to develop multicultural understanding, and examine the impact of policies that address racial, ethnic, and socioeconomic integration in public schools.

The Anthropology of Los Angeles: Place and Agency in an Urban Setting questions the production and representations of L.A. by revealing the gray spaces between the real and imagined city. Contributors to this urban ethnography document hidden histories that connect daily actors within cultural systems to global social formations. This diverse collection is recommended for scholars of anthropology, history, sociology, race studies, gender studies, food studies, Latin American studies, and Asian studies.