In 2019, there were just under 400,000 people working in environmental sciences, with a growth rate of around 3%. In that same year, 8,894 degrees had been awarded in environmental science. Of the 8,894 degrees awarded, 5,986 were white students, 1,062 were Hispanic and 413 were Asian. Only 253 were African American which makes up 2.53% of total degrees awarded. The numbers are about the same when you break them down even further into those who have earned bachelors and master’s degrees.
But why is that? Dr. Dorceta Taylor, professor of environmental justice and environmental sociology at the University of Michigan’s School of Environment and Sustainability, says that there is a false notion that people of color are just not interested in the environment and therefore not interested in pursuing a degree in environmental sciences. A 2018 study found that many people associate the term “environmentalist” with White people. In reality, the most involved voting bloc in the United States, motivated by environmental issues, is consistently the Congressional Black Caucus. According to many polls, African Americans have seen the impact that environmental issues have played in their health and environment than that of other races and want to do something about it. So, if there is interest and a direct impact on one’s community, why does the representation in this field continue to lag?
Cost is a main factor. The cost of a college degree in the US, which in this case refers to any postsecondary educational institution that offers and undergraduate degree program, is $35,720 with an annual growth rate of 6.8%. This average cost has tripled in the last 20 years. When you factor in student loans, interest, plus the cost of the degree itself, the cost may exceed $400,000. This normally would not be a problem seeing as the point of the degree is to get a job in your desired field. This leads to the next factor—finding a job. Some minorities do not believe that they will be able to find a job in environmental sciences. This field is not one where you can say that you know someone who actively works in it.
Wanjiku Gatheru, an environmental science major at the University of Connecticut and the university’s first Rhodes Scholar, sites feeling alone in her field. She says, “To be in a field where your narrative is nowhere and no one looks like you, you feel incredibly alone. There have been many times that I’ve questioned myself as to why I want to be in this field and have thought about leaving. But it’s exactly those thoughts…that reaffirm why I need to be there.”
So, what is the solution to this problem? It seems that Black and Brown students have the interest and know first-hand how their participation in these programs can help change their communities, so why not engage with these young minds who could possibly give a new perspective on the current environmental situation. A study cited in the Chicago Defender recommends institutions considering the following to make this step towards inclusivity and equity:
· Integrate BIPOC voices into the curriculum by incorporating literature by BIPOC, including Indigenous perspectives, inviting BIPOC as guest speakers, addressing social justice within courses, and partnering with local communities in course projects
· Train faculty and staff in diversity, equity, and inclusion
· Hire racially and ethnically diverse faculty and staff
· Actively recruit BIPOC students out of high school
· Create resources to support BIPOC students either through financial scholarships, research opportunities, or student groups