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No progress on diversity and inclusion in 40 years
No progress on diversity and inclusion in 40 years
Even after decades of widespread calls for action, there is still a systemic bias—i.e., institutional culture, norms, and procedures lack diversity, equity, and inclusion and exclude people based on their social identity and/or background, in both intentional and unintentional ways—in the education of geosciences (Cooperdock et al., 2021, AGU Adv.). An environment that lacks diversity, spanning race, gender, disability, sexuality, and other social categories, is often unsafe for people who do not fit those descriptors, and it contributes directly to the lack of inclusion and equity experienced by people from marginalized racial and ethnic groups (Dutt, 2020, Nat. Geosci). As a result, the percentages of geoscience bachelor’s degrees awarded to students from marginalized racial and ethnic groups are far lower than the percentages for these groups in the physical sciences or across all disciplines (Beane et al., 2021, Commun. Earth Environ.).
I am dedicated to creating a diverse, equal, and inclusive environment in the classroom, lab, and field.
I am dedicated to creating a diverse, equal, and inclusive environment in the classroom, lab, and field.
I believe people with different ethnicities, genders, ages, races, religions, disabilities, backgrounds, personalities, life experiences, and sexual orientations should be equally recognized, respected, and valued so that everyone is included, visible, and heard as a full member of the community.
Classrooms are places of positive transformation. I gave lectures on “ice deformation” attended by many international students who were not native English speakers. During the lecture, I constantly emphasised the keywords so that students could keep up with the progress. Moreover, I kept paying attention to individual students during the class by tracking their facial expressions—I would slow down and provide more detailed explanations of knowledge points if any student looked puzzled. Additionally, I provided volunteer supervision after class—I actively reached out and spent extra time helping students after class, as many of them, who had difficulties following the class, were not confident enough to ask questions.
© Sheng Fan. Images may not be reproduced or used without permission.
Laboratory embodies a philosophy of mutual learning and shared curiosity. I believe mentoring is not a one-way transmission of knowledge, but a dynamic exchange—students learn from my experience, while I am constantly inspired by their creativity and fresh perspectives. I have carried forward the lab culture first established by my supervisors: experimentation is teamwork, and every successful result reflects the contribution of all. Through open discussions and collective problem-solving, our laboratory has evolved into more than a space filled with instruments—it is a warm, supportive environment where every member feels valued and empowered to succeed.
© Sheng Fan. Images may not be reproduced or used without permission.
Fieldwork embodies a commitment that every participant feels safe, respected and empowered, regardless of background or identity. I believe in proactively designing field campaigns so that barriers to participation are minimised, and everyone who wishes to contribute has fair access. Where possible, I encourage flexible planning so that fieldwork remains accessible and inclusive to all. I strive to create a field-team culture in which all voices are heard, where ideas from people with different backgrounds are valued and considered, and where power dynamics are openly acknowledged and addressed. Ultimately, fieldwork should not just be about data collection: it should foster a collaborative, supportive, and equitable environment in which all team members feel they belong and have a stake in the science.
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