From Seeds to Giant Sequoia Trees: Exploring the Formative role of Equitable Geoscience Pedagogy for Black womens’ thriving

Nicollette Mitchell

Governmental and disciplinary organizations have contributed millions of dollars toward the demographic diversification of geoscience education (Callahan et al., 2017; Marin-Spiotta et al., 2020;Wolfe & Riggs, 2017). Despite these efforts, the geosciences have remained the least racially diverse of all STEM fields for more than four decades (Bernard & Cooperdock, 2018). Given the importance of postsecondary education for exposure and socialization of marginalized student populations (Cropps, 2023), the geosciences need equity-oriented and intersectional educational research to inform and support these ongoing efforts. My dissertation explores postsecondary geoscience education through Black feminist qualitative inquiry. The questions guiding this work include: (1) What influences the intersectionality of Black women geoscientists' experiences in post-secondary geoscience environments?, and (2) How do features of postsecondary geoscience pedagogy influence Black women's persistence in the field? Through this work, Black woman geoscientists engage in written autobiographies, semi-structured individual interviews, and focus groups to explore the educational practices and relationships that play a critical role in shaping their geoscience experiences. Findings from this work posits considerations for educators and researchers who hope to engage in equitable educational practices and further diversify geoscience and STEM fields more broadly.

About Nicollette Mitchell

My name is Nicollette Denise Mitchell and I earned my Bachelor of Arts degree in Africana Studies and Geology at Oberlin College as well as a Masters of Science in Geosciences at the University of Arizona. Being the only one (Black, woman, geoscientist, Jamaican…) in most of my classes led me to a career as a STEM program administrator and DEI professional. Even as I worked on college campuses to create environments where minoritized students, faculty and staff could thrive, I felt pulled to explore the connections between Earth, education, and social identity. I followed that pull, and I found myself studying education. As I write this, I am a 4th year doctoral candidate at Vanderbilt University where I research the connection between pedagogical practices and disciplinary identity in post-secondary STEM contexts. My dissertation is concerned with how Black women become geoscientists and how we navigate post-secondary geoscience education. This doctoral degree is an extension of my unwavering passion for global and institutional climate change and is an homage to the Black Feminist scholars who have shaped my own trajectory. Research has been a way for me to envision, and transform teaching and learning in higher education settings, especially within the geosciences. While I often read and write for the academy, I am a whole person. I enjoy spending my free time at the gym, running, traveling, and exploring local parks and trails with my husband Jahlil and son Jett.