You can't climb a broken ladder : examining underrepresentation of multiply-disadvantaged groups in secure and senior roles in UK geochemistry

Geochemistry provides useful research tools related to fundamental processes in Earth, Environmental and Planetary Sciences. It has a distinct identity among the academic communities in these subjects, yet there is no specific data on workforce diversity among geochemists. We present the first demographic data of UK geochemists from a voluntary anonymous survey. We scrutinise the data with respect to protected characteristics (e.g., age, ethnicity, gender identity, sexual orientation and disability) and seniority of those within the community. We furthermore use this UK data to compare the career progression of geochemists who belong to multiply-privileged identities with those who belong to multiply-disadvantaged identities, to assess their representations with increased seniority on the academic career. This UK based case study on diversity and inclusion suggests that the career paths of geochemists belonging to multiple disadvantaged groups are restricted, including overrepresentation among those on fixed-term contracts or in service roles for laboratory support. Our data highlight that there is a decrease in diversity with an increase in seniority; specifically, UK geochemists from sexual and gender minorities, neurodiverse, and women from ethnic minority groups were not represented among the participants of our survey at the top of the academic ladder. There are many reasons for the loss of diversity in the UK geochemistry community with increased seniority. In order to address this and the underrepresentation of particular groups in senior leadership roles, our findings suggest that the career progression of geochemists requires an intersectional lens to examine the complexity of identity data. Such an approach would enable a better understanding of the impact of multiple and compounded disadvantages, biases, negative experiences and discrimination faced by multiply-disadvantaged identities

You Can’t Climb a Broken Ladder: Examining Underrepresentation of Multiply-Disadvantaged Groups in Secure and Senior Roles in UK Geochemistry

Geochemistry provides useful research tools related to fundamental processes in Earth, Environmental and Planetary Sciences. It has a distinct identity among the academic communities in these subjects, yet there is no specific data on workforce diversity among geochemists. We present the first demographic data of UK geochemists from a voluntary anonymous survey. We scrutinise the data with respect to protected characteristics (e.g., age, ethnicity, gender identity, sexual orientation and disability) and seniority of those within the community. We furthermore use this UK data to compare the career progression of geochemists who belong to multiply-privileged identities with those who belong to multiply-disadvantaged identities, to assess their representations with increased seniority on the academic career. This UK based case study on diversity and inclusion suggests that the career paths of geochemists belonging to multiple disadvantaged groups are restricted, including overrepresentation among those on fixed-term contracts or in service roles for laboratory support. Our data highlight that there is a decrease in diversity with an increase in seniority; specifically, UK geochemists from sexual and gender minorities, neurodiverse, and women from ethnic minority groups were not represented among the participants of our survey at the top of the academic ladder. There are many reasons for the loss of diversity in the UK geochemistry community with increased seniority. In order to address this and the underrepresentation of particular groups in senior leadership roles, our findings suggest that the career progression of geochemists requires an intersectional lens to examine the complexity of identity data. Such an approach would enable a better understanding of the impact of multiple and compounded disadvantages, biases, negative experiences and discrimination faced by multiply-disadvantaged identities

Are diverse geochemists retained and thriving on the UK academic ladder?

Evaluating Diversity and Inclusion within the (geochemistry) Academic Ladder (E-DIAL), funded by the UK’s Natural Environment Research Council, provides a snapshot of diversity and identifies barriers resulting in underrepresentation among intersectional identity groups across the UK geochemistry community. The project emphasis is on the academic ladder within UK higher education institutions (HEIs). As a multi-faceted discipline, geochemistry is central to Earth, environmental and planetary sciences, yet the first specific geochemistry workforce data is only now being collected (e.g., through the 2022 Global Geochemistry Community Survey launched by the European Association of Geochemistry and Geochemical Society). In complement to this timely society-led effort serving the international geochemistry community, our project collects original data and evidence through a UK-wide survey that captures coupled diversity and academic progression and retention data. These data are vital to catalyse policies that actively improve geochemistry career prospects for diverse talents, given that a community’s scientific potential can only be reached by including everyone. Specifically, the UK-wide survey data examines information on past and recent rates of appointment, progression and retention of both majority and underrepresented groups across all levels of seniority, including research students, within UK HEIs. In profiling geochemists’ career pathways and evidencing lived experiences (e.g., among postdocs), exclusionary obstacles are identified with resultant understanding driving revision of prevailing policies, attitudes and practices while assessing implementation effectiveness at HEIs with, for example, differing diversity certifications (e.g., Athena Swan or Race Equality Charters). Findings will test the hypothesis that “there is an erosion of diversity within geochemistry careers.” To accelerate widespread change, E-DIAL will engage in diplomacy and action at institutional, funding agency and parliamentary levels. Our approach optimises study effectiveness by ensuring that project findings and recommendations for reform within UK HEIs reach communities and decision makers at all levels, with the intention of influencing UK system change to improve diversity and inclusion while establishing practice for continued monitoring. As a national-level project linked to society efforts on the global stage, E-DIAL provides a starting model for similar studies to be carried out among other nations. We therefore urge wider funding agencies to engage in and sustain financial support of such collaborative cross-disciplinary research because this work and its impact on STEM governance is critical to advancing justice, diversity, inclusion, equity and excellence in and beyond academia

You can't climb a broken ladder: Examining underrepresentation of multiplydisadvantaged groups in secure and senior roles in UK geochemistry

Geochemistry provides useful research tools related to fundamental processes in Earth, Environmental and Planetary Sciences. It has a distinct identity among the academic communities in these subjects, yet there is no specific data on workforce diversity among geochemists. We present the first demographic data of UK geochemists from a voluntary anonymous survey. We scrutinise the data with respect to protected characteristics (e.g., age, ethnicity, gender identity, sexual orientation and disability) and seniority of those within the community. We furthermore use this UK data to compare the career progression of geochemists who belong to multiply-privileged identities with those who belong to multiply-disadvantaged identities, to assess their representations with increased seniority on the academic career. This UK based case study on diversity and inclusion suggests that the career paths of geochemists belonging to multiple disadvantaged groups are restricted, including overrepresentation among those on fixed-term contracts or in service roles for laboratory support. Our data highlight that there is a decrease in diversity with an increase in seniority; specifically, UK geochemists from sexual and gender minorities, neurodiverse, and women from ethnic minority groups were not represented among the participants of our survey at the top of the academic ladder. There are many reasons for the loss of diversity in the UK geochemistry community with increased seniority. In order to address this and the underrepresentation of particular groups in senior leadership roles, our findings suggest that the career progression of geochemists requires an intersectional lens to examine the complexity of identity data. Such an approach would enable a better understanding of the impact of multiple and compounded disadvantages, biases, negative experiences and discrimination faced by multiply-disadvantaged identities

Assessing diversity and inclusion within the UK’s geochemistry academic workforce

Geochemistry is applied across Earth, environmental and planetary geoscience research. Yet, the first specific workforce diversity data for geochemistry is only now being collected (e.g. EAG-GS led 2022 Global Geochemistry Community Survey). Additionally, national effort is underway to scrutinise detailed and intersectional diversity data (e.g., race, ethnicity, gender identity, sexual orientation, disability, socioeconomic background, career path) for UK geochemists via ‘Evaluating Diversity and Inclusion within the (geochemistry) Academic Ladder (E-DIAL)’, a project funded by the UK’s Natural Environmental Research Council. This project will also collect data to evidence workplace structures and policies specific to the UK’s geochemists. We will present key findings linked to the geochemistry workforce, including laboratory support staff, from among our survey results to provide a snapshot of the demographics and intersectional representation among the UK geochemistry community within Higher Education Institutes (HEIs). An important facet of this work is our focus on how the allocation, accessibility, and support of geochemistry laboratories are distributed and experienced by all members of the UK community. Furthermore, the study will report on salient aspects of COVID-19 generated impacts and inequities within the geochemistry community. We also present specific findings for experiences that capture evidence of some persisting barriers to individuals and/or geochemistry groups. These exclusionary hurdles include cultural and other obstacles for which we suggest remedies that will advance the representation and further the success of people of minoritised identities within and across the academic ladder. We aim to use our project findings to develop recommendations for policy and structural reforms among UK HEIs. These actions will ensure sustained progress for accessibility in geochemistry, improved career experiences and representation among geochemists, and shall help people of all identities to realise equitable career progression in the short and long-term. These policy developments and reforms are critical to improving diversity and inclusion not only within UK geosciences, but in wider STEM

Professional Culture: Let’s Talk Tackling of Inequity, Injustice, and Absent Talent

Progressive reforms and community kindness are encouraged; terminology common among DEI discussions is explored here

An experimental study of volcanic ash chemical reactivity : implications for atmospheric trace chemistry and ocean iron biogeochemistry

Volcanic ash from explosive eruptions is increasingly recognised as an environmental agent, yet knowledge is limited on what controls ash reactivity within atmospheric, aquatic or terrestrial systems. Reactivity is likely driven primarily by interactions at the solid-fluid interface, but the chemical properties of the ash surface which mediate these interactions are poorly understood. Relatedly, the capacity of ash emissions to impact the atmospheric trace gas budget by providing reactive surfaces has not been quantified. Further, ash deposition to the ocean is capable of affecting marine primary production by supplying iron, but factors determining ash iron solubility have yet to be elucidated. The doctoral study sheds light on these issues through experimental investigation. Probe gas uptake measurements reveal varying densities of acid-base and redox surface sites on ash. Ash surface chemistry, originally defined by magma composition and mineralogy and subsequently modified by interaction with volcanic gases and condensates during eruption, in turn influences ash reactivity towards sulphur dioxide and ozone gas. Iron mobilisation from ash is initially governed by surface characteristics imparted by plume processing and later reflects dissolution of bulk glass and crystalline components. Interaction with water and acid gases during eruption and exposure to pH fluctuations during transport can significantly affect iron solubility and speciation in airborne ash. Our findings suggest that a combination of magmatic, eruptive and atmospheric factors underlie ash chemical reactivity. By providing new insight on the role of ash as a chemical agent in the atmospheric and oceanic environments, this work contributes to better understanding the potential impacts of explosive eruptions on the Earth System.(AGRO - Sciences agronomiques et ingénierie biologique) -- UCL, 201