Rethinking the undergraduate textbook as a tool to build a diverse community of ecologists
Frontiers in Ecology and the Environment, ISSN: 1540-9309
2024
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
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Article Description
Recruitment and retention of a diverse scientific workforce depends on a more inclusive culture of science. Textbooks introduce prospective scientists to their chosen field and convey its cultural norms. We use ecology textbook data spanning two decades and document little change in representation of scientists during that time. Despite decades of multifaceted efforts to increase diversity in ecology, 91% of founders/innovators and 76% of working scientists introduced in textbooks were white men, poorly matching the demographics of scientists currently publishing in ecology. Textbook images depicted white men working as scientists, while women and people of color were frequently shown as nonscientists. Moreover, textbooks lack discussion of how science and society shape each other. Pathways to increase retention and sense of belonging for individuals from historically excluded groups include updating textbooks to accurately represent the scientists active in the field, contextualizing historical constraints on participation, and revealing how culture shapes scientific investigations.
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