Fixing the leaky pipe: increasing recruitment of underrepresented groups in ecology

I would describe my graduate career in ecol ogy as "serendipitous". As a daughter of Latino parents who grew up in challenging environments with limited access to education, I was lucky to graduate from college, let alone pursue a PhD. I was also fortunate to meet a men tor who introduced me to ecology and graduate school. Unfortunately, many students from underrepresented groups lack adequate opportunities and mentorship as they head through the "pipeline" to graduate school. Despite the need for unique perspectives in collaborative scientific research, ethnic minority students continue to "leak" from the system. According to demographic projec tions, over 50% of the US population will be composed of individuals from underrepresented groups by the year 2050 (US Department of Commerce 1996). At present, how ever, these groups constitute only 6.5% of students enrolled in higher degree programs in ecology (NSF 2007). What can we do to remedy this? Exposure, oppor tunity, and access appear to be key. Here, I present some points for consideration for academic professionals (including educators, administrators, and program man agers), based on the first-hand experiences of successful minority scientists I have interviewed or who have pub lished on the subject. Introduce ecology early and supply access to research and career opportunities. It is important to publicize research, internship, and graduate program opportunities and pro vide financial support. The Ecological Society of America's (ESAs) Strategies for Ecology Education, Development, and Sustainability (SEEDS) program has effectively intro duced minority scientists to ecology by providing fellow ships and field trips, as well as travel awards to ESA's annual meetings (www.esa.org/seeds/). Create "bridge" programs that facilitate the transition of minority students from one level of academia to the next. Summer courses, orientation programs, intemships, research experiences, and cultural events all teach stu dents about the academic and social expectations of uni versities. For example, the Meyerhoff Scholars Program at the University of Maryland (UMD) has offered scholar ships, summer bridge programs, and intemships, as well as engaged students' families, and provided faculty and peer mentoring in an effort to recruit and retain minorities in science. As a result, minority participation in the sciences at UMD has increased 18%; in addition, UMD has recently introduced a graduate fellows program (Summers and Hrabowski 2006; WebTables 1 and 2). Build a sense of community through the creation of outreach