Centering voices of scientists from marginalized backgrounds to understand experiences in climate adaptation science and inform action.

Identifying and building solutions to help people and ecosystems adapt to climate change requires participation of all people; however, Science, Technology, Engineering, and Mathematics (STEM) fields, including environmental sciences, continue to lack diversity. To address this issue, many institutions have increased programming to recruit and retain people from historically marginalized backgrounds in STEM fields. Institutions use surveys to evaluate the experiences of community members and identify areas for improvement; however, surveys often summarize and reflect majority perspectives and disregard voices of historically marginalized individuals. In June 2021, a survey of graduate students, postdocs, faculty, staff, and researchers affiliated with the Northeast Climate Adaptation Science Center (NE CASC) evaluated their experiences of diversity, equity, inclusion, and justice (DEIJ) using Likert-based and long-answer questions. We analyzed the results as a whole, but also focused on the responses of people who self-identified as members of a marginalized group ("marginalized respondents") in climate adaptation science to center their voices. Marginalized respondents reported being motivated to enter climate adaptation science to improve society and the environment rather than for intellectual curiosity, which motivated one third of non-marginalized respondents. Once in science, marginalized respondents reported feeling less supported and comfortable at work and were more likely to have considered leaving science and academia in the last year. Long-answer responses of marginalized respondents indicated distrust in the ability of leadership and existing DEIJ initiatives to effectively tackle systemic issues and emphasized the importance of focusing on equity and inclusion before recruitment. Marginalized respondents identified additional funding to support existing DEIJ efforts and undergraduates as priorities. By allowing participants to self-identify as part of a marginalized group, we were able to highlight experiences and needs without risking exposure based on race, gender, disability status, or sexual orientation. This approach can be applied to other small organizations with limited demographic diversity.