Delight in the World: Reimagining Earth Science Education in New York State

Earth Science is not a diverse field. Women are awarded less than half of undergraduate Earth Science degrees and underrepresented minority groups are awarded less than 10%. This thesis project investigates the way Earth Science is taught at the middle/high school level and how those standards and curriculums affect who chooses to engage with the geosciences in college and beyond. This project was conceptualized as a two-part, survey-based case study, the first targeting middle/high school Hudson Valley Earth Science teachers and the second targeting current Earth Science college students, although the latter survey was unsuccessful. The Teacher Survey aims to assess how state standards and expectations affect classroom curriculum. Only 12% of teachers contacted responded to the survey, but those who did represented a wide range of districts and academic levels. Their responses emphasized how the current Earth Science standards consume the vast majority of their classroom time, with little room to expand upon those concepts past what any exams require. Science education that integrates community needs and values, especially through local partnerships and outdoor education, helps students stay connected to Earth Science.