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The Maryland Cooperative Fish and Wildlife Research Unit recently closed, in part because of shortfalls in federal funding. The Cooperative Research Units (Units) are administered by the U. S. Geological Survey, an agency in the U. S. Department of the Interior. Recent federal funding allocations have not provided for increasing operational and staff costs related to growing cost of living, salaries, benefits, and other operating expenses. Other Units are experiencing hardships as well; e.g., staff are not being replaced as scientists retire or take other positions.
The Maryland Cooperative Unit was particularly successful in recruiting, training, and placing minority students interested in the environmental scientists. Students received excellent preparation for future employment through a variety of internships with federal and state agencies, as well as private organizations. Graduates are now employed in a wide variety of meaningful positions in environmental fields, including state and federal resource agencies, non-government organizations, and as university professors. In all of these positions, former Unit students serve as role models to other under-represented young people. Through our graduates, minority students are shown that there is a meaningful place for them in resource management, and that they can make an important contribution in that field.
But, we still have too few examples filling such positions. To achieve our goals of increasing representation in environmental agencies, institutions, and organizations, much more must be done through greater federal, state, and institutional commitments. Although all of these groups of potential employers are interested in increasing their staff diversity, none has done enough to make what I consider a meaningful effort. The potential employer is interested in the end product - a well-trained, motivated, and dedicated graduate - but has not made the needed investment at an appropriate time or level. To reverse the trend of minorities turning away from the fields of natural resource management in favor of other careers (e.g., medical sciences), a substantial investment must be made in students, beginning before they enter university-level studies. That investment includes recruitment into the resource management field through stimulating interest and awareness in the breadth of opportunities in related careers. Further, prospective students should be given opportunities to experience activities in various career fields that appeal to individuals and, during those experiences, establish relationships with mentoring personnel. Mentoring is also a critical component of the university and internship experience, as well.
Most minority students require financial assistance. Again, student support should begin early in their college education, and continue through their academic career. Too many good students are lost because they simply cannot afford to continue through a full four-year university program.
In summary, to increase personnel diversity in the environmental sciences, we must increase our levels of investment in engaging, training, and mentoring of young minority students. It is not enough for potential employers to provide encouragement to students by listing potential positions for exceptional university graduates of natural resource programs. Rather, an effective program to improve minority representation among natural resource employers involves an investment program that starts early in a student's career and is sustained through that career.
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