When asked to describe the archetype of a scientist, the majority of the population would describe a man in a lab coat, likely a white man, perhaps accessorized with test tubes or a microscope. He would likely be wealthy and powerful with infinite resources and a myriad of social connections. Unfortunately, this archetype is the reality of who is often encouraged into and given the greatest opportunities in science. This rhetoric has been reinforced throughout the majority of historical education regarding science, beginning in elementary school and even permeating into the vast majority of college courses. While many of the “founding fathers” of science have played an integral part in scientific advancement, racist and patriarchal values of society bolstered them into the history books. These men were typically wealthy, white European men who were encouraged to pursue higher education and to fulfill their research pursuits, and had every resource and opportunity at their disposal. Had all members of society historically had access to renowned universities, or even basic education, not to mention financial stability, freedom from entrenched social mores, and the opportunity to perform research and publish their observations, it is incredibly likely that the major names spoken in classrooms and university lecture halls would not be limited primarily to Darwin, Newton, Einstein, Mendeleev, and occasionally Marie Curie. Unfortunately, these barriers to achieving  success within science remain prevalent, harming all members of society as a consequence and disproportionately affecting disadvantaged communities lacking representation in research. 

 

Due to the aforementioned imposed biases reinforced by the educational system, I’ve been made to feel as though a career in research was inaccessible to me and not for me. I was told that I should pursue a “normal person job,” and I was unsure of how to approach pursuing a career in research. However, I knew that nature and biology and evolutionary ecology, particularly with respect to understanding species’ adaptations to environmental stressors, were incredibly alluring to me, and ultimately I want to pursue a career within this field regardless of the risks and barriers to entry.  I recognize the privilege required to be successful within research, especially within a field that was once perverted to support racial dogma and notions of superiority between groups of people. I also recognize the privilege that I hold being white within a society that rewards whiteness. However, my unique experience as a woman in a patriarchal society combined with a lack of socioeconomic resources and social capital has placed me at an intersection of understanding the various challenges that other typically disadvantaged individuals attempting to enter the evolutionary ecology community face.

 

As a queer woman whose physical expression doesn’t mirror that of the majority of individuals within the research communities, I know what it feels like to be viewed as different and to question whether I belong in this field. Regardless of how I am perceived from a traditionalist viewpoint, I know that my self-expression does not affect my ability to perform valuable, legitimate research. On the contrary, my obscure invertebrate tattoos, avant garde makeup and fun hairstyles provide me with a creative outlet in which I am better able to know myself and embrace my identity as an individual and as a scientist. I believe that these traits are my strengths because it gives me the ability to understand and empathize with individuals who have a different identity, different interests, or different experiences from me because I see the beauty of nonconformity and the indispensable value of diversity within the research community. 

 

Aside from improving inclusivity within the scientific community, I believe that it is critical that science serves those members of society who are underserved and improves the quality of life for members of marginalized communities. This may be accomplished directly by improving the management of natural resources and integration of ecosystem services into management plans. Alternatively, research can be used to inform policy and legislation that supports biodiversity, climate resiliency, and improves the quality of life for marginalized community members, provided that research is made publicly available and easily understandable. I have personally made an effort to make science more accessible by producing a short film, titled “Voices of the Voiceless: The Untold Stories of Climate Change in Rhode Island,” which showcases video footage that I filmed, compiled and composed of various native marine organisms and the effect that climate change has on each of these organisms within their environment. Additionally, I have participated in various interviews as both the interviewer and interviewee that seek to explore the effects of anthropogenic climate change upon marine phytoplankton in a way that is easily understood across all levels of scientific education, showcased in the short documentary “What the Hell Is Phytoplankton?” Communicating research in an easily understood manner is incredibly important to making science available to everyone, especially vulnerable communities that will be most affected by the implications of that research. As a scientist, I will continue to pursue additional ways in which I can share science with everyone.

 

I want to change the traditional rhetoric surrounding science and change the perception of who can be a scientist and what a scientist looks like. Additionally, it is my goal to expand public access to scientific education in order to remove the veil of exclusivity and misconception that often follows science and prevents many people from pursuing a career in science. Science is for everyone, and it needs to be accessible to everyone regardless of educational background, socioeconomic background, ethnicity, gender identity, sexual orientation, age, religion or any other barrier. 

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You belong in science!