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

机译：这里欢迎您：经过多样性公平和纳入的实用指南本科生开始了生态研究经验

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摘要

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.
机译：由于我们在生态研究界构建了更多样化，公平和包容性的文化，我们必须通过向成功的知识，工具，验证和属于归属的知识，工具，验证和感知来支持新生态学家。本科研究经验（ures）对于学生的专业和人际关系技能发展至关重要，并为招聘和留住来自不同团体的学生的关键。但是，存在很少存在的资源，即直接与本科研究人员谈论的多样性，股权和纳入（DEI）维度，以获得第一项研究经验。在这里，我们主要为本科读者编写，虽然读者的更广泛的观众，特别是URE导师，也会发现这种有用的。我们解释了许多人的福利本科研究人员，并描述了来自不同的位置的学生如何促进含有的全包性研究文化。我们通过Dei镜片来解决URE学生的三个常见焦虑来源：冒名顶替综合症，与导师沟通，以及灭绝的安全。我们讨论了与实地工作相关的福利以及独特的漏洞和风险，包括骚扰和攻击的潜力。厄洛韦特综合症和有毒场经验是让学生推动的，包括来自患有不足的少数民族群体的学生。我们的目标是鼓励所有学生，包括来自不足的团体的学生，申请ures，建立对包含生态研究的贡献的认识，并提供克服已知障碍的策略。

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