In an effort to set the tone of what we value and what we are working towards, we will lay out the lab’s ethics policies, which includes motivations, values, code of conduct, and actions. This text was borrowed and modified from the Diversity, Equity, & Inclusion statement by the Quantitative Conservation Lab- headed by Sarah Converse- and the Quantitative Ecology Lab- headed by Beth Gardner. We are presenting this information as the lab’s ethics policies (rather than DEIJ statement) because the success of diversity, equity, and inclusion are dependent on ethical decision-makers, social expectations, and social justice.
Ethic’s policies
We – the members of the lab – recognize that we must continuously and regularly examine our own implicit bias and recognize the larger forces of structural bias in our society that work against particular members of our society. We also recognize that we must listen, learn, and elevate the voices of those marginalized and underrepresented. In the following sections, we will present our motivation, our values, code of conduct, and our actions.
Our Motivation
Our Values
Our Code of Conduct
Our Actions
I highly encourage students in my lab to look over these action items and decide for themselves where they can contribute. These action items are not all required for everyone to do all the time. These are opportunities, and I will support you in doing this work.
Ethic’s policies
We – the members of the lab – recognize that we must continuously and regularly examine our own implicit bias and recognize the larger forces of structural bias in our society that work against particular members of our society. We also recognize that we must listen, learn, and elevate the voices of those marginalized and underrepresented. In the following sections, we will present our motivation, our values, code of conduct, and our actions.
Our Motivation
- We acknowledge that we learn, live, reflect, and teach on the ancestral and unceded lands of the Nonotuck people. The Nonotuck are one of the many Indigenous groups from Kwinitekw, the Connecticut River Valley. Their territory historically encompassed what is now Hadley and Northampton, MA and much of the land eastward toward what we now call the Pelham Hills. We have a responsibility to fully acknowledge our Indigenous connections, as well as critically reflect on the histories of dispossession and forced removal that have allowed for the growth and survival of The University of Massachusetts, Amherst. The University of Massachusetts, Amherst is a direct beneficiary of the 1862 Morrill Act, which turned land expropriated from tribal nations into seed money for higher education. This land acknowledgement is a small part of disrupting and dismantling colonial structures. As we develop projects, we need to support the work of indigenous nations and organizations in the areas we work. We need to consider: What can we offer to local indigenous groups? Are we working on a species that is particularly meaningful to local tribes? How can we support them? Learn more about some initiatives by tribal nations here.
- We acknowledge the hurtful and harmful past of the scientific discipline. Many early scientists were racist, studied eugenics, and contributed to the racial hierarchy. In this way, science became a source of authority for modern racist theory. We acknowledge that race is a social construct supported by white supremacists. This in turn creates a lot for us to think about in how we practice science. Therefore, we recognize that nothing is objective, not even science. We will not be complicit in reproducing this historical violence, and we will rethink our scientific practices.
- There are systemic inequities in conservation and ecology. For example, our field is not representative of society in terms of race, religion, ethnicity, gender identity, sexual orientation, ability, or socioeconomic background. This includes our lab group.
- This lack of representation is indicative of larger societal forces — rooted in racism, sexism, homophobia, and other widespread prejudices — that reinforce systemic inequities by favoring historically privileged groups above others. We recognize that these forces have advantaged or disadvantaged members of our lab in differing ways, and we recognize that science has benefited from taking and exploiting marginalized groups. Therefore, we must shift the way we do science and engage, create partnerships, and appreciate different epistemologies.
- The lack of representation in science matters for many reasons, including: moral and social good (e.g., representation similar to the population is a signal of equity, to reduce inequity in the labor market), educational benefits (e.g., non-divisiveness amid differences, cognitive complexity, civic development, and higher education), and the business case (e.g., diversity helps recruit other underrepresented folks, expands the technical workforce and middle class, and practical benefits of diverse scientific teams). The lack of representation currently in STEM fields prohibits us from fully understanding and addressing issues in conservation and management and reduces our ability to solve critical problems.
- In addition, this lack of representation maintains structural inequities throughout society that stem from socio-economic differences among groups (i.e., ties to wealth, access to resources, and accumulation of social capital), ultimately barring underrepresented people from leadership roles. We also recognize that 70-85% of jobs are obtained through networking, giving wealthier, more well-connected folks, or those that can take volunteer positions (and obtain experience without getting paid) more advantages.
- We recognize that systemic inequities in our society have manifold consequences. One consequence is that environmental injustices have fallen disproportionately on communities of color. Other consequences are as extreme as, while not limited to, the violence disproportionately directed towards BIPOC and LGBTQ+ people.
Our Values
- We value all people equally and stand in solidarity with those who suffer from oppression.
- We value diversity in race, religion, ethnicity, gender identity, sexual orientation, physical and mental ability, socioeconomic background, culture, national origin, immigration status, educational level, age, physical appearance, family status, academic discipline, and political views. We also recognize the importance of intersectionality in identity.
- We believe that all of us are responsible to continually work at combating racism, sexism, and society’s inherent biases, and we do not believe we will ever be “done” with this work.
- We believe that all people should benefit from healthy ecosystems and the services they provide, such as clean air and water. We believe that all people should be able to safely and affordably access the great outdoors and feel welcome in nature.
- We value the contributions of a diverse community to our field of study, and recognize that those from underrepresented groups have faced and continue to face substantial barriers to their full participation in scholarship.
- We value the full identities of all members of our community, and believe that we are most successful when we are able to bring our full selves to work, rather than feeling that we have to leave part of ourselves at home to “fit” in with our community.
- We believe statements are not enough, and that action is needed from all members of our community to combat systemic inequities and change our field.
Our Code of Conduct
- We expect lab members to support each other’s professional growth and personal fulfillment.
- We expect lab members to actively confront racial inequalities because neutrality is not an option. Racism contributed to the organizations and structures science operates in today, and this we need to act against present and past barriers to people of color in science, which are pervasive, implicit and explicit, and unjust.
- We expect lab members to take responsibility for educating themselves about systemic inequities in their personal and professional lives and the importance of inclusion. We expect lab members to take responsibility for their own education, and to ask for help respectfully when needed.
- We expect lab members to educate themselves about microaggressions, including what they are and how to avoid them. Microaggressions are subtle verbal, behavioral and environmental indignities, intentional or unintentional, that direct hostile or derogatory messages toward marginalized groups.
- We expect lab members to educate themselves about implicit bias. Implicit biases are attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner.
- When carrying out academic work (including teaching and research), we expect lab members to strive to increase representation of underrepresented groups in the works that they reference.
- We expect lab members to learn about inclusive teaching practices and culturally responsive pedagogy to make classrooms welcoming to all.
- We expect lab members to speak up in defense of others with restricted power or privilege. Privilege is the power to be heard and have an impact based on a person’s belonging to a specific group. We expect lab members to both recognize and leverage their privilege in support of those who are marginalized.
- We expect lab members to recognize both intent and impact in their interactions with others. Intent matters (you may not intend to hurt someone with your words or actions), but so does impact (the hurt is the same whether you intended it or not). We expect lab members to be mindful of both intent and impact in how they respond to each other.
- We expect lab members to practice respect. Disagreements are okay, personal attacks are not.
- We expect lab members to own their mistakes and acknowledge their lack of understanding, while recognizing the courage required to say “I’m sorry” and “I don’t know.”
- We encourage lab members to engage in often uncomfortable conversations as we recognize their importance in challenging structural biases and creating change.
Our Actions
I highly encourage students in my lab to look over these action items and decide for themselves where they can contribute. These action items are not all required for everyone to do all the time. These are opportunities, and I will support you in doing this work.
- We will devote time individually and in lab group meetings to learning about structural inequities and their societal effects, and devising ways to dismantle them.
- We will be active in departmental diversity, equity, and inclusion committees or other initiatives.
- In our lab group meetings, we will engage in regular dialogue about the intersection between science and society, underrepresentation in STEM, and inclusive learning. We will seek opportunities to center conversations on diversity, equity, and inclusion.
- As current and future educators, we will work to develop courses that reflect diversity, equity, and inclusion, and we will deliver our courses in recognition of the many ways people have of knowing and interacting with the natural world.
- In order to combat a lack of representation in our field, unequal access to STEM education, and unequal access to safe, affordable, and inclusive experiences with nature, we will devote time to public engagement with local schools in a way that is meaningful and self-sustaining, ensuring that we are working with collaborators to meet their needs rather than dictating what we think their needs should be.
- We will use the Equity Compass as we develop, plan, and execute our research. Information on the Equity Compass can be found here. The Equity Compass tool helps users adopt a social justice mindset when developing and reflecting on their practices. Its goal is to prompt individuals to consider multiple dimensions of equity, as represented by the eight segments of the compass: Power, Interests, Approach, Orientation, Centrality, Participation, Resources, and Time.
- We will welcome critiques of our words and actions, and be ready and willing to improve our allyship.