This blog is written by Anya Lawrence. Anya is a petrologist and structural geologist who likes to study granites using a combination of geochemical and magnetic methods. Being both mixed ethnicity and disabled, Anya is determined to help improve equality, diversity and inclusivity within the geosciences. Feel free to contact her via email at AXL921@student.bham.ac.uk.
Due to the unprecedented COVID-19 pandemic and growing awareness of the need for improved equality, diversity and inclusivity in the geosciences, the role of fieldwork has increasingly been called into question in recent literature and social media. However, drawing on my own field experiences as a geologist from a minority background, I feel that in the right place, with supportive people, adequate provisions and thorough planning, fieldwork can be an accessible, inclusive and truly rewarding experience. Below I offer some suggestions on how this can be achieved:
(1) Always have a Plan B, C and D
For people like myself from underrepresented groups, simply getting out into the field in the first place can be a monumental challenge as we often come up against financial, physical, racial and/or emotional barriers. Therefore, when even the slightest of things go wrong it can feel like a massive body blow to us, shattering our confidence and allowing self-doubt to creep in. It is therefore essential to have contingency plans so that the mood can remain positive and productive in these situations and all is not lost. For example, when I recently undertook fieldwork in the remote Scottish Highlands, there had been one outcrop that I had planned to visit for weeks and was really looking forward to exploring, photographing and sampling from. However, upon arriving in the area I was dismayed to find that it had been closed off due to logging operations. Panic immediately set in- how would I manage? How would I manage to get enough rock samples to a get representative coverage? How would I manage to produce an original, worthwhile piece of research at the end of this? Fortunately my parent carers were close at hand to offer me a much-needed alternative plan in my time of need. “Are there any other places nearby that we can sample from instead?” they asked. Within minutes I had loaded up the geological maps on my iPad, located another unused forestry track less than 200m away from the site I had intended to visit and, after a brief walk, we found an excellent rock cutting to sample from. Torrential downpours that rendered sampling impossible and extremely weathered, disintegrating rocks also proved problematic during my fieldwork, but by always having several back-up plans and alternative activities I was able to remain efficient and upbeat. What’s more, by the end of my fieldwork I comfortably reached my target number of samples, achieving a comprehensive coverage of the study area after all.
A selection of various problems and back-up plans from the author’s own fieldwork. These may seem obvious to some; but having clearer guidance on how to problem-solve and troubleshoot when in the field de-mystifies the experience and makes it more accessible.
(2) Fun not fear
It’s a sad truth that many individuals from minorities forgo fieldwork altogether because of fear. Fear for LGBTQ+ geoscientists around travelling to countries where their status is criminalized; fear of experiencing racial prejudice for BAME geoscientists working in rural locations; fear of being in remote areas far from the safety net of home and familial support networks for disabled geoscientists. The list goes on and on and the sheer number of harrowing stories shared by minority geoscientists on social media is testament to this. Although these concerns may be difficult to fully address, a good first step towards people feeling safer and being able to actually enjoy their field experiences is to ensure that they are fully supported. What’s more, such support must go beyond the standard field trip leader, health and safety officer or informal buddy schemes. A mentor should be assigned to minority geoscientists, and ideally this could be someone from a similar background so that they can more easily relate to their mentees. Even if the fieldwork goes well, it is important that minority individuals have the safety net of a designated person that can listen and respond to their concerns as they arise. It can be really empowering to have a friendly face to chat to. When I was undertaking fieldwork that involved visiting another University, I benefited so much when the collaborating researcher gave me a meet-and-greet service, completely unprompted and even though I was a total stranger to them. This act of kindness put all my anxiety at rest; I was immediately made to feel welcome, valued and like I belonged. If similar care and attention was given to more minority geoscientists I believe that many more would be able to access the field and feel safe and secure enough to have fun there too!
“…fieldwork grades into adventure tourism rather than a purposeful, educative experience. Such attitudes can also reinforce casual ableism, excluding people with disabilities”
(3) Skills over hills
Some of the main aims of fieldwork are to help geologists gain practical, transferable skills so that they can go on to use these skills to gather their own primary data. However, all too often a machismo, Mallory-esque culture of ‘we must visit that outcrop because it’s there’ pervades geological fieldwork. In group situations, this can cause the entire focus to become about who can ‘bag’ the most exposures rather than who can accurately measure the strike and dip, or spot the unconformable boundary. As such, fieldwork grades into adventure tourism rather than a purposeful, educative experience. Such attitudes can also reinforce casual ableism, excluding people with disabilities. For every field locality that presents accessibility issues, the trip organisers should endeavour to find an alternative that is easily reachable for those with mobility issues or lower levels of physical fitness. In this way, no students would miss out the field experience or opportunities to build skills just because they are unable to reach the outcrop at the top of the hardest, highest hill.
(4) One size never fits all
The prospect of spending many days or even weeks in the field is daunting for some and a complete deterrent for others. Whilst postgraduates and more senior academics have the independence to determine the duration of their fieldwork, undergraduates seldom have the freedom to decide. Therefore, universities and colleges (and accrediting bodies if relevant) should be open to allowing minority students to go on several shorter fieldtrips or daytrips if this is preferable to completing one mammoth field season. This option also has the added advantage of providing thinking and planning time in between field trips. Students can reflect on what worked well for them on a trip, and whether this can be replicated during their next field visit. Likewise, they can consider what didn’t work so well and how this could be improved next time. As well as this, alongside every expensive, boast-worthy overseas fieldtrip, a just-as-relevant and worthwhile domestic trip should also be offered for those on a restricted budget and/or not wanting to stray too far from home.
A long overseas field session (left) appeals to some geoscientists whilst several short domestic fieldtrips (right) may be more suitable for others.
(5) Embrace the weird and wonderful
When working with people from diverse backgrounds it is important to be open-minded. Be willing to accept that people have different needs and requirements that may seem completely bizarre to some, will be completely normal for others. For instance, autistic individuals may need to carry a tactile object like a blanket, engage in stimming* or use sensory toys such as fidget spinners, to help maintain focus and manage anxiety. Similarly, researchers who are practising religious fasting may have markedly different eating patterns to the traditional breakfast, ‘elevenses’, lunch and dinner that many UK fieldtrips seem to be structured around! Trans and non-binary people should be given the freedom to dress in clothing that they feel comfortable and confident wearing (although admittedly this can be difficult as outdoor fieldwork typically means donning the most unflattering attire ranging from baggy puffa jackets to muddied waterproofs to mosquito nets!) Whatever the difference, we must all be more tolerant of one another to make the field a more welcoming and diverse place.
(6) Carry on the conversation
Last, but by no means least, it’s really important to keep up the momentum that the COVID-19 pandemic has caused in making us reassess how accessible and inclusive geological fieldwork is. We must carry on talking about equality, diversity and inclusivity issues long after lockdowns and travel restrictions have ended. To effect positive change we need to include those who have been previously excluded, listen to their stories and let them lead the conversation going forward. If we don’t, we risk losing unique and irreplaceable geoscientists not only from the field but from our discipline altogether.
*Stimming refers to self-stimulating behaviours, usually involving repetitive actions, movements or sounds and is typically associated with autism.