1.3.2.1 Cultural Competence in Ecology- An example
A recently published case study (Miriti, 2019) reviewed literature on the role of nature in ecology and environmental sciences with a focus on delineating any cultural biases. This work provides a compelling discussion on how the lack of diversity in these fields impacts discipline priorities. Miriti posits that because there is a low percentage of students and faculty from minoritized populations in ecology and environmental sciences, commonly held views on nature have been mostly dictated by those in majority groups (typically white, middle- or upper- class males) which has led to exclusion of other voices. This Anglo-Eurocentristic view has created biases in how underrepresented groups are perceived to value nature. One common misconception, for example, is that those from minority groups do not value the environment. However, the real issue lies with the Anglo-Eurocentristic view or definition of what valuing the environment is or should look like (i.e. visiting a national park); those who have diverse experiences that lie outside of this definition can be mischaracterized. In essence, this further marginalizes those who are already underrepresented in the ecology and environmental sciences and can decrease retention. Miriti suggests that by incorporating cultural competence and active learning techniques, educators and practitioners in the field can increase inclusivity allowing diverse voices to be heard.