Why are there so few ethnic minorities in ecology and evolutionary biology? Challenges to inclusion and the role of sense of belonging

African Americans and other ethnic minorities are severely underrepresented in both graduate education and among the professoriate in ecology and evolutionary biology (EEB). In the present research, we take a social psychological approach to studying inclusion by examining interrelationships among challenges to inclusion, the sense of belonging, and interest in pursuing graduate education in EEB. We conducted a survey of African American (N = 360), Latino/a/Hispanic (N = 313), White (N = 709), and Asian/Asian American (N = 524) college undergraduates majoring in science, technology, engineering, and math fields and used the results to test several interrelated hypotheses derived from our theoretical model. Compared to Whites, ethnic minorities were more likely to experience challenges to inclusion in EEB (e.g., less exposure to ecology, fewer same-race role models, discomfort in outdoor environments). Challenges to inclusion were associated with a decreased sense of belonging in EEB educational contexts. Finally, experiencing a low sense of belonging in EEB educational contexts was associated with lower interest in pursuing graduate education in EEB. Sense of belonging in EEB was especially low among African Americans relative to Whites. We discuss the implications of the study results for educational interventions.