EOS3.1 | Promoting and supporting equality, diversity and inclusion in the geosciences
Promoting and supporting equality, diversity and inclusion in the geosciences
Co-organized by GD11/GM13, co-sponsored by AGU and JpGU
Convener: Claudia Jesus-Rydin | Co-conveners: Billy Williams, Chiaki Oguchi, Alberto Montanari, Jenny Turton
| Thu, 27 Apr, 14:00–15:45 (CEST)
Room 0.15
Posters on site
| Attendance Thu, 27 Apr, 16:15–18:00 (CEST)
Hall X2
Posters virtual
| Attendance Thu, 27 Apr, 16:15–18:00 (CEST)
vHall EOS
Orals |
Thu, 14:00
Thu, 16:15
Thu, 16:15
Following the success of previous years, this session will explore reasons for the under-representation of different groups (cultural, national and gender) by welcoming debate among scientists, decision-makers and policy analysts in the geosciences.

The session will focus on both obstacles that contribute to under-representation and on best practices and innovative ideas to remove those obstacles. Contributions are solicited on the following topics:

- Role models to inspire and further motivate others (life experience and/or their contributions to promote equality)
- Imbalanced representation, preferably supported by data, for awards, medals, grants, high-level positions, invited talks and papers
- Perceived and real barriers to inclusion (personally, institutionally, culturally)
- Recommendations for new and innovative strategies to identify and overcome barriers
- Best practices and strategies to move beyond barriers, including:
• successful mentoring programmes
• networks that work
• specific funding schemes
• examples of host institutions initiatives
- COVID- related data, discussions and initiatives
This session is co-organised with the European Association of Geochemistry (EAG) and the European Research Council (ERC).

Orals: Thu, 27 Apr | Room 0.15

Chairperson: Alberto Montanari
On-site presentation
Ulrike Proske, Karin Ardon-Dryer, Zamin A. Kanji, Diana L. Pereira, Zyanya Ramirez-Diaz, Antonia Velicu, and Luis A. Ladino

Diversity in teams improves the quality of scientific research and fosters innovation (Plaut, 2010). In particular, since climate change is a global equity issue, its research demands diverse perspectives. For progress in the understanding of the Earth System, diversity of both scientists and study locations is important. Repeatedly, the geosciences have been shown to be among the least diverse research fields, in which women and other underrepresented groups are exposed to systemic biases (Simarski, 1992; Stokes et al., 2015; Bernard and Cooperdock, 2018). However, assessment of subdisciplines is lacking.

In this project we conduct the first analysis of diversity, equity, and inclusion (DEI) in the cloud physics community. We combine a metadata analysis of 7064 cloud physics papers which were published between 1970 and 2020 with a survey of ~200 participants from the cloud physics community.
The published papers analysis shows that female first author contributions become evident only after 1995. Today, only ca. 17% of studies in the cloud physics field are led by women. However, the relative retention rate for women equals that of men for both entering the field at the same time period. When we asked the participants if they felt included in the cloud physics community, it was encouraging to see that roughly 70% indicated that they felt always or most of the time included, but 30% felt excluded or only included some of the time. This was especially true for young people (<40; 35%), women (37%) and LGBTIQ+ (44%). 33% of those who identified as Asian, Hispanic, Latinx or Black also felt excluded or only included some of the time. Further, of the 200 participants surveyed, 23% identified as part of a minority group. Almost half of those reported that their minority status had a negative impact on their scientific career, particularly in terms of collaborations, promotions, publishing, funding, salary, and citations.
Geographically, authors from the Global North dominate, with less than 5% of studies led by authors with a tropical affiliation. Even where the location of a field study is tropical, the participation of local tropical authors is low, indicating widespread practice of the so-called helicopter or parachute science. However, while there is a consensus among respondents that collaborations with colleagues from tropical latitudes will advance the community, a large fraction of survey respondents are not planning such collaborations .

The data, results, and perspectives from this work can aid the cloud physics community to become aware of its DEI state, as well as to develop new strategies to improve itself and ultimately achieve a better understanding of the climate system.


Bernard, R. E., and E. H. G. Cooperdock. “No Progress on Diversity in 40 Years.” Nature Geoscience (2018), https://doi.org/10.1038/s41561-018-0116-6.

Plaut, V. C. “Diversity Science: Who Needs It?” Psychological Inquiry (2010), https://doi.org/10.1080/1047840X.2010.492753.

Simarski, L. T. “Examining Sexism in the Geosciences.” Eos, Transactions American Geophysical Union (1992), https://doi.org/10.1029/91EO00210.

Stokes, P. J., R. Levine, and K. W. Flessa. “Choosing the Geoscience Major: Important Factors, Race/Ethnicity, and Gender.” Journal of Geoscience Education (2015), https://doi.org/10.5408/14-038.1.

How to cite: Proske, U., Ardon-Dryer, K., Kanji, Z. A., Pereira, D. L., Ramirez-Diaz, Z., Velicu, A., and Ladino, L. A.: The state of diversity, equity and inclusion in the cloud physics community, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-1972, https://doi.org/10.5194/egusphere-egu23-1972, 2023.

On-site presentation
Alida Timar-Gabor, Liviu Matenco, Ivica Vilibić, Johanna Stadmark, Andrea Popp, Ira Didenkulova, Daniel J. Conley, Lisa Wingate, Barbara Ervens, and Claudia Jesus-Rydin

The European Geoscience Union is the largest geoscience society of Europe, representing ~18000 geoscience members from across the world. The EGU engages and serves its community by providing opportunities for members to network, present their research results and exchange ideas at EGU organised conferences, workshops and in their diverse scientific journals. The EGU has also established an EDI Committee to assess the current representation of European countries within the EGU structure and initiatives that reflect and impact the geoscience community. In this context we have conducted a detailed analysis on the geographical representation of European researchers (defined by their country of affiliation) being a member in editorial boards of EGU journals.

Our survey of all 19 EGU journals in 2022, revealed that out of 1176 editors currently 792 editors have an affiliation at a European country, accounting for 67%; scientists with a host institution based in North America were also highly represented (~20%). Most of the editors based in Europe are affiliated to institutions in Germany, UK, France, Switzerland, the Netherlands and Italy. Nordic countries (Denmark, Sweden, and Finland) as well as countries in Southern Europe (Spain, Portugal, and Greece) have a lower representation, with less than 5% of the total number of editors based in each of these European countries.

21 European countries did not have a representative on any of the 19 EGU journal editorial boards. Countries that were not represented include Albania, Andorra, Belarus, Bosnia and Herzegovina, Bulgaria, Estonia, Hungary, Iceland, Ireland, Latvia, Liechtenstein, Lithuania, Malta, Moldova, Monaco, Montenegro, North Macedonia, Romania, San Marino, Serbia, and Slovakia. Other countries with very limited representation included Poland, Czech Republic (3 editors), Slovenia (2 editors) and Croatia and Ukraine with one editor each. Apart from Iceland and Ireland all these severely underrepresented countries are geographically located in Eastern and Central Europe. In total their representation amounts to 1.3% of the total number of EGU journal editors based in Europe. This is extremely low, as the population of these countries represents about 29% of Europe`s population and their scientific productivity based on Scopus indexed articles published currently amounts to 11.6% of Europe`s research output in the field of Earth and Planetary sciences. Collectively, the EGU General Assembly presenters with a host institution based in the above-mentioned severely underrepresented countries represent about 8 % of the European presenters during the last 7 years. We further compared the current data with other performance indicators such as participation in EGU, EGU awards and award nominations. The share of 1.3% in editorial representation was significantly lower than that of award nominations (about 4%) and even lower than the share of EGU awards (1.7%). We will discuss possible reasons for this underrepresentation. We will also show what strategies the Publications Committee has applied so far to increase diversity in their boards and suggest other actions that could be taken to enhance the diversity in editorial boards in EGU and other journals.

How to cite: Timar-Gabor, A., Matenco, L., Vilibić, I., Stadmark, J., Popp, A., Didenkulova, I., Conley, D. J., Wingate, L., Ervens, B., and Jesus-Rydin, C.: How inclusive is the EGU? Editorial boards of EGU journals show a disbalance in European countries of affiliation, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-7603, https://doi.org/10.5194/egusphere-egu23-7603, 2023.

On-site presentation
Michael Horswell

STEM disciplines have a bad reputation for gender and sexual minority (GSM) inclusion. Both large scale quantitative surveys and more personally focussed qualitative research have shown that most GSM people in STEM disciplines modify, restrict, or manage their self-expression in professional contexts. In educational institutions, relationships are potentially more fraught as the interpersonal complexities of pedagogic interactions make things yet more difficult.

This paper will reflect on a range of contextual literature as a way positioning the personal stories of seven GSM academics at a British university. Undertaken over a period of two years, the reported research involved a series of open discussions with teaching academics across a range of STEM disciplines. Surprisingly, even in the context of a liberal, higher education context, all collaborators adopted impression management strategies in their relationships with colleagues, and noticeably more constrained relationships with students.

The paper concludes with preliminary observations about the impact of institutional equality and diversity policies as a way of promoting an open, and inclusive professional context, and considers the implications of the research for student-facing STEM academics.

How to cite: Horswell, M.: Schrodinger’s queers: Are they, or aren’t they?, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-7729, https://doi.org/10.5194/egusphere-egu23-7729, 2023.

On-site presentation
Rebecca Haacker, Melissa Burt, Patricia Montaño, Marissa Vara, and Valerie Sloan

In the Earth system sciences, the motivations of organizations for pursuing diversity, equity, inclusion and justice (DEIJ) often center on the benefits to the institution or the science enterprise. The argument is known as the “business case for diversity” in which diverse teams are more creative, set high bars for research, and produce ideas that are more innovative than those produced by homogeneous groups. 

While true, as the sole motivation for DEIJ efforts, the business case is insufficient and does not address the harmful workplaces many marginalized scholars encounter. Institutions will make more progress towards diversifying the STEM workforce by understanding and articulating their ethical responsibilities and transitioning to an equity-centered approach. Emphasizing personal motivations to actively engage in DEIJ work resonates with individuals more, rather than engaging with DEIJ to benefit an institution’s goals. 

Two recent studies in the United States support this argument. The first is an alumni study of postdoctoral fellows at the National Center for Atmospheric Research that explored alumni efforts and motivations for engaging in DEIJ work. The second study surveyed attitudes towards DEIJ efforts among STEM graduate students at Colorado State University who took a course on social responsibility in science. Both studies demonstrate the motivations for scientists to support and get involved in these efforts and indicate that the business case is misaligned with the motivations of students and professionals in STEM. Understanding the attitudes and motivations that individuals have for DEIJ in STEM presents an opportunity for how institutions can best learn from and support these motivations for systemic and sustainable change.

How to cite: Haacker, R., Burt, M., Montaño, P., Vara, M., and Sloan, V.: Motivations for Engaging in Diversity, Equity, Inclusion and Justice Efforts in the Earth System Science Community, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-8039, https://doi.org/10.5194/egusphere-egu23-8039, 2023.

On-site presentation
Natasha Dowey, Sam Giles, Chris Jackson, Rebecca Williams, Ben Fernando, Anya Lawrence, Munira Raji, Jenni Barclay, Louisa Brotherson, Ethny Childs, Jacqueline Houghton, George Jameson, Anjana Khatwa, Keely Mills, Francisca Rockey, Steven Rogers, and Catherine Souch

Geography, Earth and Environmental Science (GEES) research will play a vital role in addressing the grand challenges of the 21st century, contributing to many of the UN sustainable development goals and the global energy transition. However, geoscience knowledge can only be successfully applied to global problems that impact people from all walks of life if the discipline itself is equitable.

There is a well-documented racial and ethnic diversity crisis in GEES subjects in the Global North1 that leads to inequities in who does environmental research. The Equator project2 set out to increase participation and retention of UK-domiciled Black, Asian and minority ethnic postgraduate research (PGR) students in GEES topics. Our goal was to improve equity and diversity in a research area critical to a more sustainable future; not because of a business case, or for diversity as a resource- but for social justice.

Equator was a six-month project, funded by the Natural Environment Research Council (NERC), that developed three evidence-based interventions targeting different barriers to racial and ethnic diversity in GEES research. To remove barriers to access, a doctoral training working group was formed to share best practices and develop recommendations to make PhD recruitment more equitable. To improve access and participation, a ring-fenced research school for ethnic minority undergraduate, masters and doctoral students was delivered. To increase retention and improve student experience, a targeted mentoring network pairing students with mentors from both industry and academia was created.

Evaluation of interventions took the form of action research with a Theory of Change approach, with surveys used to capture feedback and reflections in each of the three work packages. This occurred alongside collaborative, self-reflective inquiry within the project team and steering committee. The steering committee included grassroots organisations, higher education institutions, professional bodies and an equity, diversity and inclusion (EDI) consultant.

The Equator doctoral training working group developed recommendations to remove barriers to ethnic minority students applying for and being accepted on to PhD programs. These transferable and practical suggestions are designed to be implemented by academics and professional service staff working in doctoral training recruitment, and are broken down into student-facing, procedural and interview/evaluation categories. Themes covered include pre-application support, data collection and reporting, website materials, and standardisation of recruitment materials.

Evaluation of the Equator Research School and Mentoring Network led to the development of recommendations for successful interventions to improve participation and retention in research. Participants in the Equator Research School and Mentoring Network provided very positive feedback both during and following the interventions. The majority of those involved felt a stronger sense of belonging and inclusion in GEES research and were more likely to consider a research career after participating. The evaluation process showed unequivocally that the ring-fenced, discipline-specific, fully-funded nature of the interventions was a critical factor in participants applying to be involved.


1Dowey et al. 2021 Nature Geoscience https://doi.org/10.1038/s41561-021-00737-w

2Dowey et al. 2022 The Equator Project https://doi.org/10.31223/X5793T


How to cite: Dowey, N., Giles, S., Jackson, C., Williams, R., Fernando, B., Lawrence, A., Raji, M., Barclay, J., Brotherson, L., Childs, E., Houghton, J., Jameson, G., Khatwa, A., Mills, K., Rockey, F., Rogers, S., and Souch, C.: The Equator Project- how to remove barriers, improve access and enhance experience for ethnic minority students in Geography, Earth and Environmental Science postgraduate research, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-9648, https://doi.org/10.5194/egusphere-egu23-9648, 2023.

On-site presentation
Lydia O'Halloran and Mažeika Patricio Sulliván

Only when we approach science from multiple perspectives will we accelerate our understanding and protection for the earth we all share. Institutional barriers – such as lack of time, resources, or recognition – can impede academic engagement in diversity, equity, and inclusion (DEI) related activities. To minimize these barriers and effectively promote DEI activities in our institutions, we propose a model across multiple scales of engagement: from the individual/personal scale to working/research groups to administrative units such as departments, schools, and field stations. We provide examples of a combination of both top-down and bottom-up approaches to remove barriers that limit DEI in the geosciences. We highlight ideas for theoretical contemplation as well as concrete action items from the Baruch Institute of Coastal Ecology and Forest Science in South Carolina, USA. Some of these actions include working with local community groups to bridge the gap between scientific needs of the local community and the scientific community at large; grant writing to meaningfully engage with marginalized communities that rely on natural resources; and opening discourse to uncover barriers to more equal representation. The goal is to provide a DEI structure that blends individual contributions and initiative with administrative support and leadership, therein supporting geoscientists across career stages that are diverse in their backgrounds, motivation and intended work arenas to advance science from multiple perspectives for an enriched scientific legacy. 

How to cite: O'Halloran, L. and Patricio Sulliván, M.: Using top-down and bottom-up approaches to advance diversity, equity and inclusion, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-10358, https://doi.org/10.5194/egusphere-egu23-10358, 2023.

Virtual presentation
Gabriela Gonzalez Arismendi, Clairet Guerra, Priscilla Nowajewski-Barra, and Humberto Carvajal-Chitty

GeoLatinas in Space is an initiative that fosters scientific literacy in an inclusive environment. For decades access to space-related formation has been precluded to social advantage groups. Minorities have faced low visibility of role models in leadership positions, language barriers, lack of access to resources and information, and ultimately non-inclusive working spaces, resulting in an even more challenging environment. In light of current and historical social challenges that minorities face, GeoLatinas’ visionary purpose offers a platform that aims to empower Latinas in Earth and Planetary sciences. Our community intends to create an inclusive, safe space for scientists from different backgrounds to converge. The new space race is growing exponentially, and occupations in space are becoming more and more relevant. The technology revolution is already here, but it is still centered and constrained by linguistic restrictions. As the new space race gets underway, a need for scientifically competent individuals from other fields will also arise. To promote literacy and communication in planetary sciences, GeoLatinas in Space has established a community that encourages information sharing, makes it approachable, and assures that it is evenly circulated in multiple languages. 

By providing and expanding accessibility to space literacy content and encouraging the creation of professional profiles dedicated to space projects and the cosmos, our goal and efforts are focused on closing knowledge gaps in developing nations, particularly Latin America. By showing that space jobs are feasible today and accessible to those who are interested in pursuing them, we engage a broader audience and work to inspire younger generations.

How to cite: Gonzalez Arismendi, G., Guerra, C., Nowajewski-Barra, P., and Carvajal-Chitty, H.: GeoLatinas beyond earth sciences: for an equitable, inclusive, and diverse planetary and space science, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-11530, https://doi.org/10.5194/egusphere-egu23-11530, 2023.

On-site presentation
Rungployphan Kieokaew and the IDEEA collaboration

Diversity in the workplace has several benefits including enhancing creativity and collective intelligence – both crucial for problem-solving and unfettered discoveries in scientific collaboration. Geoscience and space science are STEM research fields that attract people from diverse backgrounds across the globe; these research fields have implications far beyond the tackling of climate change issues. Whereas diversity has several benefits, the academic communities, particularly in geoscience and space science, have been demographically skewed. Moreover, discriminations, sexual harassments, and bullying are not unheard of. Unconscious bias deals with stereotyping based on several apparent attributes or more-implicit convictions, such as gender, sexual orientation, race, age, religion, political views, etc. Prejudice against minorities in academia is evidenced in demographic representation at all career stages and gender pay gaps, for instance. By compiling recent studies, I will present the effects of unconscious bias on common academic metrics and practices (e.g., h-index, citation, authorship, and peer-review) and career progression (e.g., progress evaluation and hiring process). As a part of the solution, some action plans by various institutions and local initiatives will be presented. This talk aims to raise awareness of the impacts of unconscious bias in academia, especially in the geoscience and space science communities, and call for collective efforts from local to institutional levels.

How to cite: Kieokaew, R. and the IDEEA collaboration: Unconscious bias in academia: its effects in geoscience and space science research communities and call for actions, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-14670, https://doi.org/10.5194/egusphere-egu23-14670, 2023.

On-site presentation
Michael Liemohn, McArthur Jones Jr, Alexa Halford, John Coxon, Chigomezyo Ngwira, and Xochitl Blanco-Cano

We summarize key perspectives, initiatives, strategies and actions from the papers submitted to the Research Topic special collection, “Driving Towards a More Diverse Space Physics Research Community,” recently closed in Frontiers in Astronomy and Space Sciences. In order to achieve and, more importantly, sustain a diverse environment where all members of the research community can thrive, regardless of race, gender, ethnicity, religious beliefs, or any other discerning factor, we must nurture an inclusive, welcoming and respectful research culture. There are innumerous aspects to the research environment that result in high attrition rates of minority researchers. This is a worldwide problem that is the responsibility of every member of the space physics research community to address. Deep rooted, systemic biases, both implicit and explicit, are present throughout the field of space physics and can result in dramatically different experiences for minority researchers as compared to their majority counterparts. Longstanding systemic biases have led to differences in how groups are treated within a society, such as inequitable service expectations, and therefore tackling the issue of structural equity is necessary to sustain diversity and inclusion within an organization or community. The submissions to this Research Topic range from personal reflections to grassroots efforts to descriptions of formal committee work. It is clear that our community is striving towards a more equitable and inclusive mindset, and yet the community is not diverse nor fully inclusive or equitable. This presentation distills the major elements of insight from these papers as a call to action for the space physics research community.

How to cite: Liemohn, M., Jones Jr, M., Halford, A., Coxon, J., Ngwira, C., and Blanco-Cano, X.: Summary of Actions for a More Diverse Space Physics Research Community, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-16312, https://doi.org/10.5194/egusphere-egu23-16312, 2023.


Posters on site: Thu, 27 Apr, 16:15–18:00 | Hall X2

Robyn Pickering and Rivoningo Khosa

A simple Google search for the phrase “period in geosciences” will likely yield reference to geological time. However, ask any woman1 in geosciences, in either academia or industry, and they will have experienced at least one menstrual period in the field, predicted or not. Given the composition of most undergraduate classes, at least half the class are likely to be at risk of experiencing menstruation during field training, and yet, this issue remains unspoken of at best, taboo at worst. This is a global issue, with some Institutions leading the way with innovative policy and practical guidelines2.

To get a sense of the scale of this issue in the South African setting, we ran an informal survey, during the Human Evolution Research Institute’s (HERI) All Womxn Field Camp. This is a three day, two night, women’s only field training camp, which in 2022 had 19 participants from five African countries. Participants ranged from undergarduates, to PhD candidates, post docs and permenant academic staff from the University of Cape Town and Iziko South African Museum. Participants all reported experiencing menstruation at some point during their field training and all expressed issues of discomfort, pain and anxiety affecting their ability to work optimally. Many indicated the inability to openly communicate with lecturers and/or demonstrators about menstruation related issues due to the surrounding stigma.

Following this discussion and referring to best practice guidelines elsewhere2, we propose including sanitary wear in packing lists provided to students. We put together an emergency period kit to accompany every field excursion, containing a range of menstrual products, pain relief, sanitizer etc. We further recommend that bathroom breaks should be planned for and made frequent throughout all field excursion2,3. Finally, we advocate for open communication about this issue and hope that the emergency period kits can help facilitate this. The awkwardness and stigma that surrounds menstruation needs to be tackled head on, and we encourage all lecturers, demonstrators and PIs to actively participate in this endeavor to ensure that all geoscientists have a fair chance to engage optimally in field settings.


1. we refer here to cisgendered women who menstruate; we could also have referred this group as people who menstruate

2. Giles, S., Greene, S., Ashey, K., Dunne, E., Edgar, K., and Hanson, E. Getting the basics right: a field-teaching primer on toilet stops in the field, EGU General Assembly 2020, EGU2020-11723, https://doi.org/10.5194/egusphere-egu2020-11723, 2020

3. Pickering, R., Hasbibi, S., and Tostevin, R. Redesigning field training to provide an informative, safe, and even fun experience for first year students at the University of Cape Town, South Africa., EGU General Assembly 2022, EGU22-522, https://doi.org/10.5194/egusphere-egu22-522, 2022

How to cite: Pickering, R. and Khosa, R.: The geological period no one talks about: menstruation in the field, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-167, https://doi.org/10.5194/egusphere-egu23-167, 2023.

Thomas Blunier

EGU, the European Geosciences Union, is Europe’s premier geosciences union, dedicated to the pursuit of excellence in the Earth, planetary, and space sciences for the benefit of humanity, worldwide. Every year, the EGU awards and medals programme recognises eminent scientists for their outstanding research contribution in the Earth, planetary and space sciences. In addition, it identifies the awardees as role models for the next generation of early career scientists to foster geoscience research.

Nominations for all the medals and awards are submitted every year online by 15 June by the members of the EGU scientific community. Any person can be nominated except the EGU president, vice-president council members (not including ex- officio members) and chairs of the EGU committees. The EGU Council, the medal and award committees’ members and the Union and division officers are committed to soliciting nominations of deserving individuals by avoiding conflicts of interest. Each EGU medal or award is selected through a rigorous assessment of the candidates and their merits through the respective committee. The procedures for nomination, selection of candidates and the time schedule are described in detail on EGU websites.

It is a strict necessity when recognizing scientific excellence by any scientific association providing equal opportunities and ensuring balance. The processes and procedures that lead to the recognition of excellence has to be transparent and free of gender biases. However, establishment of clear and transparent evaluation criteria and performance metrics in order to provide equal opportunities to researchers across gender, continents and ethnic groups can be challenging since the definition of scientific excellence is often elusive.

This presentation aims to present the experience and the efforts of the European Geosciences Union to ensure equal opportunities. Data and statistics will be presented in the attempt to provide constructive indications to get to the target of giving equal opportunities to researchers across gender, continents and ethnic groups.

How to cite: Blunier, T.: Equality of opportunities in geosciences: The EGU Awards Committee experience, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-2595, https://doi.org/10.5194/egusphere-egu23-2595, 2023.

Fabio Crameri

Scientific evaluation built upon numeric metrics is advantageous: It’s time effective (saving precious research time), fair (directly comparable and less biased by subjective reviewer opinions), and does not require, and cannot be altered by, individual linguistic or other skills (unlike written CVs, for example).

The ruling metric, the h-index, is currently misused widely to rank academics based upon numbers of papers (only papers) published and number of received citations: Who published the most adequately cited papers wins permanent jobs, project funding, and awards. Something that is most easily achieved by an academic, who blends in, and works in, an established research entity and along an established line of research, and does not share methodologies.

I believe that, in stark contrast, a multi-metric profile can end the academic detour past high-quantity low-quality science publication (e.g., “publish or perish”), all-dominant research camps, irreversible scientific views, and inaccessible science. If designed carefully, a numeric multi-metric profile provides a multitude of critical academic incentives. As such it offers a unique opportunity to foster academic diversity, boost disruptive science, and rebuild the bridges with the general public (i.e., academia’s stakeholder); likely the most sensible way forward for science.

Today, the quality of research can – numerically – be valued higher than its quantity; the openness of research, methodologies, and tools can be represented by a single, if also brutally honest number; pivotal academic contributions towards method and tool development, and even to some degree, teaching, and outreach can be recognised in quantified form.

Such a multi-metric professional profile characterises individual academics, instead of purely (and poorly) ranking them. Assembling complementary team or project members becomes easier; more successful research likelier. Individual strengths and weaknesses become clear and allow academics (and supervisors) to make use of them and take steps to improve.

Here, I will introduce, outline, and *make available* the first, ready-to-be-used version of the academic profile, ProAc. It is geared towards making academic evaluation fairer and more time-effective, and science the best it can be: diverse, collaborative, disruptive. ProAc is neither perfect nor complete – it never will be. This is why it is designed for continuous improvements and adjustments. ProAc is crafted with all my heart and your gain in mind, but also with the hope for your feedback and support down along its exciting roadmap.

With love, fury, and a bit of coding. 💫

How to cite: Crameri, F.: Profiling, instead of ranking, academics with the multi-metric academic profile ProAc, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-6465, https://doi.org/10.5194/egusphere-egu23-6465, 2023.

Andreas Keiling and Beverly Smith-Keiling

Conferences have increasingly come under a spotlight for inclusion and representation of marginalized groups. Here, we retrospectively analyzed perceived binary gender within the internal structure and dynamics of scientific leadership at the Chapman conference series, spanning a period from 2007 to 2019. Chapman conferences are small, focused meetings, under the umbrella of the American Geophysical Union (AGU), in the Earth and space sciences. They follow a centralized, two-leveled scientific leadership model, starting at conference inception by the organizing conveners and their selection of an invited science program committee (SPC). Our main findings were: (1) On average, women in leadership were underrepresented in relation to the total AGU membership number of women. (2) On average, if women were among conveners, the number of women in the SPC increased, reaching equity comparable to AGU membership of women. (3) On average, the women convener ratio was less equitable than the women SPC ratio. In conclusion, targeted efforts for equity–especially at the convener level of the centralized conference model–are needed, as increased representation of women at the convener level improved representation of women at the SPC. Further equity for other marginalized groups such as non-binary gender and other identities can be improved with broader demographic data collection and analysis.

How to cite: Keiling, A. and Smith-Keiling, B.: Analysis of Women Conference Leadership Levels: Convener Impacts on the Science Program Committee, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-9896, https://doi.org/10.5194/egusphere-egu23-9896, 2023.

Alexa Halford, Angeline Burrell, McArthur Jones, John Coxon, and Kate Zawdie

 Equitable Letters in Space Physics (ELSP) is an organization that aims to encourage merit-based recommendations and nominations in the space physics community by providing resources and reviews. Recommendation and award nomination letters are a known source of bias that affect education and job opportunities, career progression, and recognition for scientists from underrepresented backgrounds. ELSP was founded to mitigate this bias within the current system by providing a proof-reading service that focuses on identifying phrasing and structure within letters that unintentionally undermines the purpose of the recommendation or nomination. If you are writing a recommendation letter for someone you know professionally, you can send it to us and we will send it out to our reviewers. They will provide recommendations on how you can make your letter more equitable and less biased, using a combination of the techniques and resources described on our site, with the aim to make unbiased recommendation letters more accessible to all. If you are interested in being a reviewer or having your writing reviewed, please reach out to us. We're a relatively young initiative and are keen to engage with and involve many diverse voices. Our website with more information, sample letters, and other resources can be found at https://equitableletterssp.github.io/ELSP/

How to cite: Halford, A., Burrell, A., Jones, M., Coxon, J., and Zawdie, K.: Equitable Letters for Space Physics, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-11524, https://doi.org/10.5194/egusphere-egu23-11524, 2023.

Bethany Fox, Anna Davidson, Rukhsana Din, Manju Patel-Nair, and Vicki Trowler

In the UK, the geosciences are one of the least diverse areas of science at all levels, from school through to senior professionals. This lack of diversity operates on a number of axes, including race, ethnicity, disability, and socioeconomic background. Both universities and learned societies have a range of initiatives to encourage students from under-represented groups to take up geoscience undergraduate degrees. However, merely increasing statistical representation is not sufficient for a truly ethical approach to diversity and inclusion. If we are to progress as a field, we must find ways to make geoscience undergraduate degrees feel like a place of belonging for all.  

We ran a series of workshops for current and recent undergraduates from under-represented groups in geoscience disciplines at UK universities. Groups represented included Black, Asian and minoritised ethnicity students; LGBTQIA+ students; disabled students; students from low-income backgrounds; students who were the first in their family to attend university; students from non-traditional educational backgrounds; international students; and students from a minoritised religious background. Most attendees identified as belonging to more than one of these groups. Geoscience disciplines represented by our attendees included geology, human and physical geography, environmental science and geochemistry.  

During the workshops, we asked participants to tell us about their experiences of geoscience undergraduate degrees and provide practical recommendations for improvements which would increase a sense of belonging. These recommendations covered a range of areas and most can be straightforwardly implemented by individual geoscience lecturers, although some require more institutional buy-in. Here we introduce the findings and recommendations, while full details are available at geoaccess.org.uk. 

How to cite: Fox, B., Davidson, A., Din, R., Patel-Nair, M., and Trowler, V.: Geoscience Access, Inclusion and… Belonging? Making Geoscience Degrees a Place of Belonging for All, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-11761, https://doi.org/10.5194/egusphere-egu23-11761, 2023.

Andrea Popp, Johanna Stadmark, and Alida Timar-Gabor

In an effort to assess the representation of women across all Copernicus journals, we assigned the apparent gender to each person serving on Copernicus editorial boards (1089 editors in total). Some people are present in more than one journal and can have different roles within one journal, however, we counted them only once per journal in our analysis. We identified the sex of a person by the typical gender association of their first name and by looking at pictures. We are aware that this approach to identifying biological sex can be limited and that gender identity cannot be inferred from this kind of analysis. Our assessment shows that the proportion of apparent female editors across all journals is between 10% and 57% with lower proportions among larger editorial boards. On average, we identified 27% of all editors to be female. We compare these numbers to the average representation of female scientists during EGU General Assemblies (GAs), which serves as a reference for the general gender distribution within the European geosciences community. Based on the self-reported gender of EGU GA participants, senior women constitute about one-third of the EGU participants, while 40% of the ECS participants identify as female. However, commonly more senior scientists are invited to join editorial boards. Thus, our initial assessment indicates that the estimated number of female scientists on editorial boards of Copernic journals nearly reflects the representation of senior female scientists attending EGU GAs. 

How to cite: Popp, A., Stadmark, J., and Timar-Gabor, A.: Female representation across Copernicus journals, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-12652, https://doi.org/10.5194/egusphere-egu23-12652, 2023.

Robert A. Watson, Aileen L. Doran, Anna Bidgood, Morgane Desmau, Aaron Hantsche, Amy Benaim, Caroline Tiddy, Evie Burton, Lucy Roberts, Phil Rieger, and William "Iam" Gaieck

In early 2020, a group of geoscientists and other experts came together, within the framework of the Irish Centre for Research in Applied Geoscience (iCRAG), to learn about the challenges experienced by researchers in iCRAG, and to identify ways to work together to create a more inclusive environment. However, it was swiftly realised that these issues were manifest across the geosciences, and that any meaningful changes would need to be structural and widespread. This led to the formation of the Equity, Diversity and Inclusion in Geoscience (EDIG) project: a volunteer-led, virtual initiative, aiming to make geoscience more inclusive, accessible, and equitable. The EDIG project strives to improve awareness of the impact of prejudice, bias, exclusion, discrimination and other experiences within the larger geoscience community and to create strategies and networks to tackle inequities within geoscience.

To help us better understand the challenges faced across the geoscience community, we ran an anonymous survey asking people about their experiences (or lack of) with equality, diversity, and inclusion related topics. The results of the survey helped to structure an online, free conference run over three days in December 2020. This inaugural event aimed to amplify the voices and experiences of underrepresented groups in geoscience in regard to equity, diversity and inclusion, drawing on the knowledge of 17 speakers from geoscience communities around the world.

From the conversations at the 2020 event, we decided to expand outwards, opening our committee up to new volunteers and developing new projects to address barriers and challenges holistically. Many of these projects have involved collaborations with other initiatives and groups, including focused workshops (e.g., early career researcher barriers in Ireland) and are leading to new resources to help reach a wider network. In November 2022, we ran our second virtual conference, which sought to shift the conversation beyond increasing awareness toward strategies for action, and along with our original focus on improving awareness included sessions on data (collection, use, challenges) and how we might influence the future of equity, diversity and inclusion in geoscience.

Going forward, our focus is to grow our network by building greater international links with other like-minded organisations (we’ve discovered that many people want to be involved, which is great!). We want to create a platform for us all to come together to work towards a more equitable and just geoscientific community. We also aim to raise awareness of the vital contributions of minoritized groups to geoscientific knowledge and the damaging consequences of their marginalisation and oppression in the history of our science. Only by creating a global network of supporters and activists can we hope to improve the diversity and inclusivity of our science. Let’s all come together to listen, learn and move forward together.

How to cite: Watson, R. A., Doran, A. L., Bidgood, A., Desmau, M., Hantsche, A., Benaim, A., Tiddy, C., Burton, E., Roberts, L., Rieger, P., and Gaieck, W. ".: The EDIG project: a grassroots initiative working to address systemic inequities in geoscience on a global scale, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-13202, https://doi.org/10.5194/egusphere-egu23-13202, 2023.

Johanna Stadmark, Daniel J. Conley, and Claudia Alves de Jesus-Rydin

The first step for institutions committed to equality, diversity and inclusion is to know their demographics. This presentation includes descriptive statistics for 8 consecutive years (2015–2022) based on presentations and convenorship at the EGU General Assemblies.

In the years 2015-2019, when the meeting was a physical meeting in Vienna, around 90% of the participants gave presentations. In 2020 the meeting was held online at short notice and the registration for participation was free of charge. In 2021 the entire meeting was planned online already at the time of submission of abstracts and the participant fee was lower than for the previous physical meetings. In 2022 the GA was held as a fully hybrid meeting with around 7000 participants in Vienna and 7000 online. This presentation will focus on the gender, career stage, and geographical distribution among presenters and convenors.

The total number of presenters has increased over the time period 2015-2022, and this increase was observed throughout all career stages. The proportion of women presenters has increased from 32% in 2015 to 39% in 2022. A similar trend was observed for the convenors, an increase in total numbers over the years and a higher proportion (40%) of women in 2022 than in 2015 (26%).

In the hybrid meeting in 2022 early career scientists to a higher extent participated physically in the meeting than online. Among more senior researchers a higher proportion attended the meeting virtually. While there were no differences in how women and men participated (online or physically), there are differences connected to the country affiliations. More than half of participants from countries in most of western Europe attended in Vienna, while participants from North America and Asia attended online.

Since EGU General Assembly is the largest geosciences conference in Europe understanding the demographic evolution and their participation to EGU activities, including the GA, of various groups is an important tool for EGU governing body to draw targeted actions to ensure that the current procedures are fair and that all in the community are being and feeling included. We therefore aim to analyse the changes in demographics with regards to gender, career stage as well as to geographical distribution of the presenters and convenors also in coming years to better understand the potential impacts of meetings organized online or physically, or as a combination of both these modes.

How to cite: Stadmark, J., Conley, D. J., and Alves de Jesus-Rydin, C.: Demographics of presenters and convenors at the EGU General Assemblies 2015-2022 – are there differences between physical, virtual and hybrid meetings?, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-13710, https://doi.org/10.5194/egusphere-egu23-13710, 2023.

Kirstie Wright, Claire Mallard, Lucia Perez-Diaz, Maëlis Arnould, and Nicolas Coltice

Despite quotas, increased advocacy and movements like Me Too and Time’s Up, sexism in science and the wider world is as prevalent as ever. So why could this be? Is it the expectation that as women and minorities are more common in the workplace, the fight for equality and inclusivity has been “won” or the greater recognition of sexist behaviors and microaggressions? Or is it the rise of “incels” and the encouragement of “masculinity influencers” who subscribe to a brand of extreme misogyny?

Now in its seventh year, the Did This Really Happen?! project provides a safe space for the submission of anonymised testimonies documenting real lived experiences of everyday sexism in scientific environments, including sexist biases and a range of micro and macro aggressions. These are, in turn, converted into comic strips by the DTRH team, as a way to visualize the stories and start a conversation.

Since the project’s inception in 2016, we have received over 150 testimonies which have been turned into about 50 comics, with many more in various stages of preparation. Testimonial topics have ranged from treating women as objects to questioning female competencies and confining males to stereotypical roles (Bocher et al., 2020). 

In this presentation, we will assess if and how the topics of the stories received within our project have evolved since 2016, and we will attempt to reply to the following question, through the lenses of our project: how has the state of sexism evolved in academia since the start of Did this really happen?!. Using a quantitative analysis of all the stories we have received so far, we will prove that (sadly) our project is as relevant today as when it was started. 

How to cite: Wright, K., Mallard, C., Perez-Diaz, L., Arnould, M., and Coltice, N.: Is This Really Still Happening?!, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-15865, https://doi.org/10.5194/egusphere-egu23-15865, 2023.

Chiara Amadori and EDI Division of the Italian Geological Society

The study by Agnini et al. (2020) has described the scenario over the last two decades about the presence of women working in geosciences in the Italian University system. Data show a slightly positive trend in the female percentages of both full (from 9.0% to 18.5%) and associate professors (23.6% to 28.9%). Conversely, the same positive trend is not seen among research fellows/assistant professors, although the PhD population (i.e., the career starting point) shows near gender balance. The under representation of women among permanent researchers is around 35% and 32% for non-permanent researchers. In Italy, the Glass Ceiling Index is alarmingly high, 3.02, and never approached the value of 1 that indicates no difference between women and men in terms of their chances of being promoted. It is clear that more efforts are needed to promote work-life balance policies and a firm discouragement of the prevailing patriarchal mentality would eventually help in reconciling family and work to give equal opportunities to men and women.

On this topic, in 2021, the Italian Geological Society (SGI) created a new Division dedicated to Equity, Diversity and Inclusion, “PanGEA, Geoscienze Senza Frontiere”. This new SGI Division aims to coordinate and promote activities to overcome differences in gender, sexual orientation, ethnic origin, disability, language and age and support inclusiveness in Italian geology. The Division is also conceived as an open environment, intended to create opportunities for communication, mutual support and professional development. To do so, the Division organizes – at least once a year – a national workshop to connect academic geoscientists to professionals from the public and private sectors and teachers. We believe in the need to build supporting and mentoring actions at different levels because geology is a discipline that must evolve to embrace all kinds of diversity. 


Agnini, C., Pamato, M. G., Salviulo, G., Barchi, K. A., and Nestola, F.: Women in geosciences within the Italian University system in the last 20 years, Adv. Geosci., 53, 155–167, https://doi.org/10.5194/adgeo-53-155-2020, 2020.

How to cite: Amadori, C. and of the Italian Geological Society, E. D.: A new EDI Division of the Italian Geological Society, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-16091, https://doi.org/10.5194/egusphere-egu23-16091, 2023.

Anouk Beniest, Andrea Popp, Anita Di Chiara, Derya Gürer, Elenora van Rijsingen, Mengze Li, and Simone Pieber

Although the Geosciences remain one of the least diverse scientific communities, we need more quantitative data to capture how homogeneous or diverse the community actually is. It is also unclear how this non-diverseness translates into workplace safety. Unsafe working conditions are frequently reported in mainstream media, but it remains difficult to develop targeted and effective solutions without knowing who is affected. To obtain data on how different members of the geoscience community experience workplace environments, we released an anonymous survey which can be accessed via:[https://qfreeaccountssjc1.az1.qualtrics.com/jfe/form/SV_6LLqSaXRyLZ3yZg]. The survey interrogates topics affecting workplace safety, such as sexual harassment, discrimination, (un)equal gender treatment. It also includes recommendations and strategies to improve overall workplace safety. Initial findings show that around 40-50% of respondents (n=78) have sometimes experienced a) disrespectful comments or actions, b) people questioning the respondents’ professional expertise, and c) sexist or racist language in their workplace. Such experiences predominantly caused about 40% of total respondents to consider leaving their institutions or changing careers. Our survey also showed that, only around 18% of respondents feel supported by their institutional administrations to report an incident, or trust the reporting system to be fair and unbiased. This preliminary outcome means that there is a major task at hand at the institutional level to transform current working environments into a safe space where geoscientists can thrive. The updated results and insights from this survey will be presented at the EGU General Assembly in 2023.

How to cite: Beniest, A., Popp, A., Di Chiara, A., Gürer, D., van Rijsingen, E., Li, M., and Pieber, S.: The European Geosciences Community: insights from a survey on workplace diversity and climate, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-16491, https://doi.org/10.5194/egusphere-egu23-16491, 2023.

Sarah Hatherly and Christopher Spencer

Bibliometric and survey-based data are used to evaluate and compare the productivity of Earth scientists. Work-from-home initiatives have led to disproportionate impact among different genders. An individual’s perception of their own productivity is significant in understanding how equity-deserving groups are affected by disruptions to normal routines. Additionally, peer-reviewed publications are a key metric of academic productivity, as they are a vital component of career advancement. Using sex- (female vs. male) and gender-based (women vs. men) methods, this study investigates how both the perceived and measured productivity of women and men was impacted by global COVID-19 work-from-home initiatives. Here we show that in a normal year females publish proportionally to males, and that the proportion of female first authors increased between the 2019-2020 (“pre-pandemic”) and 2020-2021 (“during pandemic”) years. This finding is contrary to the perceived productivity between women and men and indicates that our perceptions may not always match reality. Although women and men are publishing at nearly identical rates based on their proportions within our field, women are harder on themselves. Support structures should be focused on women and early-career researchers as their more negative perception of self-productivity can lead to mental health issues and a lack of confidence.  

How to cite: Hatherly, S. and Spencer, C.: Comparing measured and perceived productivity of Earth scientists during COVID-19 work-from-home initiatives, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-16983, https://doi.org/10.5194/egusphere-egu23-16983, 2023.

Chiaki Oguchi and Rie Hori

In various fields of science and technology research in Japan, a liaison group of gender-equal academic associations was established by several academic associations around 2000. Since then, the liaison group has become fully active, and the number of participating academic associations has increased, now exceeding 100. JpGU has participated in these activities since their inception. Since the earth sciences encompass many fields, the first step was to recruit people who could cooperate with JpGU through the academic associations that are members of JpGU.  JpGU became a governing committee in charge of the activities of the Liaison Committee at 6th term. The activities of the society include a survey of the current status of female researchers through a large-scale questionnaire once every five years and make proposals and requests based on the results of these survey, and the development of the next generation through the sub-activities (summer school for junior and senior high school girls) for the development of a new generation of female researchers in particulars, etc. JpGU also has done its own activities such as career support counseling during JpGU meeting and made logos representing diversity of session conveners. In this presentation, we will list and briefly introduce the footprints of those who have cooperated in the promotion of diversity, equality, and inclusion through JpGU and liaison groups as a record at this point.

How to cite: Oguchi, C. and Hori, R.: Diversity Promotion Activities in the Earth and Planetary Sciences in Japan, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-17313, https://doi.org/10.5194/egusphere-egu23-17313, 2023.

Cynthia Hall, Yvonne Ivey, and Chelle Gentemann

As life on Earth faces an increasing set of challenges - natural disasters, climate and environmental injustices, and food and water insecurities - it is imperative to have more minds, more hearts, more seats at the table to solve today’s and tomorrow’s challenges. Open science is required to respond to such challenges. For NASA, open science is a collaborative culture within the scientific community and the general public that empowers the open sharing of data, information, and knowledge to accelerate scientific and applications-based research and understanding. Open science creates a more nurturing, diverse, inclusive, and equitable science ecosystem. Open Science accelerates science by promoting a collaborative culture by the open sharing of data, information, and knowledge within the scientific community and the wider public. Open science increases participation of historically underrepresented groups by providing more equitable access to data and information. Open Science empowers communities by making data more accessible, usable, and meaningful for all as a public service

NASA’s Transform to Open Science (TOPS) mission advances the principles of open science, which aims to build trust, understanding, and lead the co-production of knowledge and new discoveries. As we start the Year of Open Science (2023), the TOPS team is developing resources and activities to support and enable user communities as they move towards open science. Join us for an innovative session in which you will: (1) learn more about NASA’s TOPS mission, and (2) mind-map a mosaic in support of a more diverse, inclusive, equitable, and accessible scientific ecosystem. During the session, we want to discuss with attendees their ideas around open science, what role science and accessibility of science data has had on their life and community, and how best to foster a respectful and collaborative environment for future scientists on a global scale.

How to cite: Hall, C., Ivey, Y., and Gentemann, C.: Open Science: Creating a Nurturing, Inclusive Scientific Future, EGU General Assembly 2023, Vienna, Austria, 23–28 Apr 2023, EGU23-17006, https://doi.org/10.5194/egusphere-egu23-17006, 2023.

Posters virtual: Thu, 27 Apr, 16:15–18:00 | vHall EOS

Lessons Learned from Four Mentorship Cohorts at Women+ in Geospatial
Sabrina H. Szeto and Kristýna Doležalová