From Gatekeeping to Belonging: Rethinking STEM Education

Dr. Dawn Johnson, SU

Syracuse, NY — In the closing lecture of the 2026 Women in Scientific and Environmental Professions Speaker Series, Dr. Dawn Johnson, Professor, School of Education, Syracuse University explored Identity and Belonging in STEM, particularly for women of color in STEM disciplines. Through her talk, Dr. Johson described how sense of belonging shapes the academic experiences, persistence, and success of women of color in STEM fields, drawing on decades of research, national data, and lived experiences from students.

Johnson began by situating the work within her own path into higher education, noting that she was “the first one in my family to graduate college” and that her professional experiences have taken place primarily at predominantly white schools, colleges, and universities.  Her early work at Worcester Polytechnic Institute sparked a sustained focus on women of color after exploring the possibility of creating a Black sorority on campus, and realizing that only 13 Black and Latina women were enrolled on a campus of approximately 3,000 students—“a number that you know, but then when you hear it, it’s still jarring.”

Central to the talk was the concept of sense of belonging, defined as students’ perceptions of social support, connectedness, and mattering. “Essentially,” said Dr. Johnson, “we want to feel like we matter to somebody, that if we didn’t show up one day, someone would miss us and ask, ‘Where are you? Are you okay? How can I help?’”

While “belonging” has recently gained prominence as a term, the speaker emphasized that it has long been embedded in higher education research, particularly in scholarship focused on racial climate. “Even though belonging is sort of the new word for equity,” she explained, “belonging in many respects has always been connected to equity.”

Further, “belonging is relational and mutual. It’s important to the individual. The individual feels connected to the group, and the group values the individual.”

Participants were invited to reflect on spaces where they experience belonging. Students and employees identified elective courses, laboratory environments, committee work, informal coffee spaces, and affinity groups as places of connection. One student shared that elective courses foster belonging because of “a vast variety of students from different backgrounds,” while a staff member described feeling supported by colleagues who showed up for a committee-led campus event: “I felt really held by the people who showed up because they knew it was important to me.”

The talk then turned to why women of color remain a critical focus in STEM. Despite making up a growing share of college students, women of color continue to be severely underrepresented in STEM degrees. The presenter highlighted how early STEM coursework often functions as a gatekeeping mechanism, citing familiar messages such as, “Look to your left, look to your right. One of you won’t make it.”

Belonging, she explained, is closely tied to STEM identity—“being seen, recognized, and valued as a person who does science”—and is shaped by classroom dynamics, peer interactions, and faculty engagement. Negative experiences, such as being ignored in class or having one’s work dismissed in group projects, undermine that identity, while positive recognition and encouragement help students persist.

Drawing on research from the Louis Stokes Alliances for Minority Participation (LSAMP), Johnson shared findings from the multi-institutional study that included 233 women and 282 men from five central NY institutions. Women of color were more likely to report feeling ignored in class, experiencing racialized dynamics, and feeling less comfortable seeking help from instructors. They also reported lower confidence and higher levels of stress. At the same time, they placed greater value on minority STEM organizations and on “using their STEM degree to give back to their community.”

The talk underscored that these challenges reflect both individual experiences and systemic conditions. “Students are not the problem,” stressed Johnson. “If we could fix it by focusing on the students alone… we wouldn’t still be talking about underrepresented groups in science all these years later.”

Johnson identified Faculty as key change agents in shaping classroom climates, particularly through intentional group work design, mentoring, and early research opportunities. She concluded by emphasizing that fostering belonging is an institutional responsibility and invited attendees to continue the conversation.

Dr. Johnson is a Professor in the School of Education at Syracuse University. Her research focuses on the experiences of students of color in STEM majors at predominantly White institutions, with a special interest in women of color. She teaches courses on college student identity development and was a founding faculty member of the WiSE Women of Color in STEM program at SU. She was previously a Co-Principal Investigator for the Upstate Louis Stokes Alliance for Minority Participation (ULSAMP); Syracuse University served as lead institution for the institutions participating in the alliance.  Dr. Johnson earned her Ph.D. in Counseling and Personnel Services from the University of Maryland. 

This presentation was cohosted by the ESF Women’s Caucus; MOSA Intersectional Collective;  Office of Inclusion, Diversity, Equity and Access; and the ESF Science Corps.

 

Women in STEM Panel Celebrates Diverse Career Journeys

Jill Rahn, Erica Wood, Sue Fassler, and Katherine Hobbs

SYRACUSE, N.Y., March 24, 2026 — The ESF Women’s Caucus hosted an intimate and energizing Women in STEM Panel Discussion and Mixer this week, bringing together students, employees, and alumni for an evening of candid storytelling, mentorship, and community building. Four accomplished ESF alumnae in science and sustainability fields shared personal, diverse career journeys – highlighting how perseverance, authenticity, and community support helped them navigate their education and professional development.

Moderated by student leaders Bella Francisco (Biotechnology ’26) and Chloe Beaupre (PhD candidate, Animal Movement and Spatial Ecology), the panel featured four ESF professionals whose diverse paths reflect the breadth of STEM careers:

• ·       Jill Rahn (BS 2015, Forest Ecosystem Sci; MS 2017 For Management), Forest Resources Analyst, Forest Properties, based at the college’s Heiberg Forest
• ·       Erica Wood (MS Env Biology 2025 Foci:  Botany, in partnership with Indigenous Nations), Plant Restoration Project Manager, Center for Native Peoples and the Environment
• ·       Sue Fassler (BS 2012 ,MPS 2014 Env Sci), ESF’s Director of Sustainability
• ·       Katherine Hobbs (MPS 2006 Env Comm & Participatory Processes), Contracts and Compliance Business Manager, Office of Sustainable Facilities & Operations

Diverse Paths: Panelists each illuminated a unique path in STEM. From transferring colleges or switching majors to returning to graduate school after a decade in the workforce, their stories showed that there is no single “right” path to success. Despite career pivots, detours, and even setbacks like layoffs and false starts, each speaker ultimately found a fulfilling role at their alma mater aligned with their passion for science and the environment. Their journeys underscored a common message: persistence, self-belief, and a supportive community can propel women to thrive in STEM.

Resilience and Authenticity in Focus: Throughout the discussion, themes of resilience and emotional authenticity took center stage. Panelists spoke openly about overcoming self-doubt and societal pressures in fields where women are often underrepresented. Jill Rahn candidly recalled a crisis of confidence she faced early in her career. By continually challenging herself – even taking on public speaking duties she once found daunting – Rahn transformed those nerves into new strength. “Practice… the things that make you the most uncomfortable,” she advised, noting that even if a challenge feels impossible at the beginning, it will get easier each time.

Embracing Emotional Intelligence as a Strength: “I would say that it is okay to be emotional,” added Sue Fassler, urging women never to hide their feelings in professional settings. “Let’s normalize having human moments in the workplace… It’s okay to feel emotions,” she said, emphasizing that empathy can be “a superpower… our capacity to feel.” Fassler’s point resonated with the audience, reinforcing a key sentiment of the night – that authenticity and passion are assets in leadership, not liabilities.

Mentorship and Community Support: Another recurring theme was the critical role of mentors and a supportive network. “If you’re able to, be really picky about your team. Try to work with people whose values align with yours. When you’re on a team that “gets” you and respects what you bring, it’s a lot easier to set boundaries and be yourself,” advised Erica Wood, who credited strong female mentors for much of her growth. Working with “really strong, supportive women” has made an enormous difference in her success, Wood noted. Jill Rahn likewise stressed the importance of women uplifting one another: “We women are really good at supporting each other, and we need to keep doing that. If you feel that pang of envy or self-doubt when you see another woman excel, use it as motivation. Turn it into a learning opportunity. But start with celebration. When one of us wins, we all do,” she observed, underscoring the event’s emphasis on community and mutual encouragement.  Hobbs reiterated this with “Find your niche and your allies, and keep doing the good work you’re doing.”

Challenges Persist for Women in STEM.  Panelists discussed experiences with being underestimated, talked over, or dismissed—especially early in their careers. They also spoke about navigating age dynamics, microaggressions, and the pressure to prove themselves.  Katherine Hobbs shared “learning how to grow a thick skin without becoming hardened—to grow a callus without becoming calcified. In other words, you do have to toughen up a bit—because the world isn’t always kind—but you don’t want to lose your empathy or become cynical.”

Self‑Care and Balance Are Essential: Speakers urged students to protect their well‑being, honor personal boundaries, and recognize that careers unfold in seasons. Wood reminded the audience that “Activism and STEM careers alike can be draining, so make sure you refill your own cup. In a world that often demands women to work harder for equal recognition, sometimes rest is a form of resistance. If you need to rest, listen to your body and rest.” 

Empowering the Next Generation: In closing remarks, Katherine Hobbs reminded attendees to lead with compassion and solidarity. “We can’t lose sight of [our] humanity… everything we do is about relationships; that’s what makes us strong,” Hobbs said, urging the next ge
neration of women in STEM to be “there for each other” and to pursue their careers with heart.  “Don’t lose sight of why you care.”  Following the panel, participants continued to share their stories and advice during an informal mixer over refreshments, embodying the supportive spirit that defined the night. 

About the Event: The Women in STEM Panel was organized by the ESF Women’s Caucus as part of its ongoing mission to foster community, mentorship, and empowerment for women in science, technology, engineering, and mathematics at ESF. The uplifting discussion and networking mixer left the campus community and alumnae inspired – a testament to the strength of authenticity, resilience, and mutual support in shaping successful career journeys in STEM.

Refreshments were provided by the Mighty Oaks Student Assembly (MOSA) and the Auxiliary Services Corporation.

For more formal and informal opportunities to network, visit the program schedule at http://www.esf.edu/womenscaucus

SUNY Upstate Professor Urges Scientists to Embrace Civic Engagement Amid Rising Science Skepticism

 Sarah C. Reckess, J.D., HEC-C

In a compelling and timely address, Professor Sarah Reckess, SUNY Upstate Medical University, called on scientists to step beyond the lab and engage directly with their communities to combat growing public skepticism toward science.

Professor Reckess—a legal scholar and ethics consultant—shared personal stories and national data to illustrate the urgent need for scientists to become “civic scientists.”

“We know more science than any people in the history of the world,” Reckess said. “And yet, we’re seeing more uncertainty and skepticism than ever before. That’s a paradox we can’t ignore.”

Reckess opened with a personal anecdote about her pet goat, Pixie, who nearly died in 2020 when the deworming medication ivermectin was unavailable due to widespread misuse during the COVID-19 pandemic. “My goat needed this medicine, and there was none on the shelves,” she recalled. “The vet told me, ‘Yeah, everybody’s taking ivermectin for COVID.’”

The story served as a springboard into a broader discussion about misinformation, the replication crisis in science, and the erosion of public trust. Reckess emphasized that while scientists are widely viewed as intelligent, only 45% of Americans consider them good communicators. “Here’s our problem,” she said. “We’re not just facing a trust crisis—we’re facing a communication crisis.”

She challenged scientists to rethink their role in society, urging them to engage in two-way conversations with the public. “What we thought communication meant was that we should just provide information. But there hasn’t been enough listening and collaborating,” she said.

Reckess highlighted the importance of civic engagement at all levels—from volunteering at school science fairs to briefing policymakers and even running for office. “Only 3% of state-level elected officials have a background in science, healthcare, or engineering,” she noted. “Wouldn’t it be great if there was a five in front of that number?”

She also offered practical advice for scientists looking to improve their outreach: “Can you explain your research in three sentences? Two? One? Can you remove the jargon and make it matter to someone who hasn’t been in school for 30 years?”

Despite the challenges, Reckess ended on a hopeful note. “The public wants to hear from you. They don’t necessarily want you to run the country, but they do want you whispering in the ears of those who do.”

For more information or to connect with Professor Reckess, she encourages students and colleagues to reach out: “Please don’t be a stranger. Email me or come down the hill—I’ll meet you for lunch if you want to talk.”

Recorded Presentation

About the Speaker:  Sarah C. Reckess, J.D., HEC-C, is an Assistant Professor at Upstate Medical University Norton College of Medicine in the Center for Bioethics and Humanities. Prof. Reckess works at the intersection of policy, law and bioethics and the on-call ethics consultant for area hospitals.

Professor Reckess earned her Juris Doctorate at Syracuse University College of Law, with a concentration in Family Law and Social Policy.  She is licensed to practice law in New York State and in the U.S. Supreme Court. She co- co-director of the Syracuse Medical Legal Partnership, a collaboration between the Center for Bioethics + Humanities, University Pediatric and Adolescent Clinic (UPAC), and Syracuse University College of Law. This interdisciplinary clinic places student attorneys in the pediatric clinic to address legal issues impacting child health outcomes, including unsafe housing related to lead, mold, and asthma.

About the series:

This event was part of the Adaptive Peaks Seminar Series, organized by ESF's Department of Environmental Biology, and the Women in Scientific and Environmental Professions (WiSE) Speaker Series, organized by the ESF Women’s Caucus. For upcoming events, please visit the college calendar.

Know Before You Go: Career Fair Edition a success!

A week before the Spring Career and Internship Fair, the ESF Women's Caucus and GSA hosted a casual, drop-in student advising session focused on careers and graduate school.  Undergraduate students from were invited for "honest conversations with grad students, practical advice, and food."  

Organizers shared "We no idea how many people to expect, or what topics to anticipate. Waves of undergrads showed up, almost all unsure what to ask or where to begin. 
"That so many grad students took the time to patiently talk them through to figure out those questions is an amazing testament to their collective care and consideration.  The number of undergrads that stopped in and stayed long after the pizza was gone says a lot, too, about their appreciation of the grads time and experience, and how much they needed a place to figure out what to ask."

Sims Speaks on Title IX and Campus Safety

By Amberlyn Guzman, Forest Management, B.S. ‘28

Toyia Sims, interim Title IX Coordinator, led a powerful and informative discussion on Title IX and its role in preventing sexual harassment at SUNY College of Environmental Science and Forestry (ESF) on April 8, 2025, as part of the college's Perspectives of Career and Gender course in-class conversation section available to other student and faculty. The discussion was solely led by Sims.

Sims’s presentation offered a clear overview of Title IX, a federal law that prohibits sex-based discrimination in education. She explained how ESF implements Title IX policies to create a safe and inclusive learning and working environment. Through a combination of legal explanation, real-world examples, and discussion-based engagement, Sims highlighted the pathways available for students, faculty, and staff to report concerns, seek resources, and access support services confidentially.

The discussion emphasized the preventative aspects of Title IX compliance, including mandatory training, awareness campaigns, and responsive institutional processes that protect the rights and well-being of all campus members, while also allowing room for students to verbalize their questions and concerns about how Title IX operates.

The discussion ended with questions from Sims that highlighted the things we learned during the conversation of not just about Title IX, but also harassment and discomfort in professional settings, and how to identify, seek support, and take steps toward resolution and healing within a safe and respectful campus environment.

Toyia Sims earned a BA from Columbia College in 2002. She has been Senior Personnel Associate within ESF's Human Resources office since 2023.

For more information about, ESF's Title IX process, please visit https://www.esf.edu/administration/titleix. For upcoming public events, visit https://www.esf.edu/calendar/

As part of the requirements for FOR 797, Perspective on Career and Gender students share responsibility of reporting on a subset of class discussions.

 

From Nerves to Know-How: Guest Speaker Equips Students with Winning Interview Strategies

By Aayusha Chapagain, Department of Sustainable Resource Management, May 2025

 

Meredith Chase

Meredith Chase, the Assistant Director at ESF Career Services, served as a guest lecturer FOR 797, delivering a dynamic and informative session on interview preparation and career readiness. The session provided students with valuable strategies and reflections to boost confidence and competence in navigating the job search process.

The guest speaker emphasized the importance of self-assessment, encouraging students to evaluate their interests, skills, personalities, and reflect on their past experiences, present strengths, and future goals. This self-awareness, she explained, is crucial in tackling difficult interview questions such as, "What is your greatest weakness?" or "Tell me about a time you resolved a workplace conflict." These often-uncomfortable questions require thoughtful, honest responses that present the candidate in a constructive light.

She also addressed practical elements of interview preparation, including how to craft a concise, focused cover letter, highlighting that not everything can (or should) be included in one document. Chase recommends printing each job announcement and marking it up with specific examples of the the required experiences or skills. 
The importance of networking was another key topic, where she emphasized the advantage of “knowing someone on the inside” to help open doors into competitive organizations.

The session further explored how to develop and polish interview skills, such as controlling hand movements, maintaining eye contact, and using confident body language. She provided guidance on evaluating job offers, stressing the importance of asking to complete the interview before discussing salary. Salary negotiation, she noted, is often challenging, but students were encouraged to aim for the higher end of the pay scale, for example, targeting $50,000 in a $45,000–$50,000 range, since employers often start with the lower figure.

Finally, the speaker highlighted the importance of asking questions at the end of the interview, reminding students that this part is equally critical and should be planned in advance rather than thought up on the spot.

The session was widely praised for being relatable, practical, and empowering. Students left feeling significantly more prepared and confident for their future interviews, equipped with both strategic knowledge and a clearer understanding of themselves as candidates.

As part of the requirements for FOR 797, Perspective on Career and Gender students share responsibility of reporting on a subset of class discussions.

 

Advice for navigating male dominated fields from women in STEM for women in STEM

By Rhia Henderson, Environmental Biology, MS ‘26

At the Women in STEM virtual event Director of ESF Alumni Relations, Debbie Caviness, interviewed four successful ESF alumni who have established themselves in STEM fields about their advice and challenges they’ve faced as women in STEM. This conversation took place on March 6, 2025, with Billie Holecek ’20, Valerie Wiehl ’16, Emily Booth ’21, and Ally Berry ’19.

During this conversation Caviness presented the alumnae with a variety of questions with a focus on the challenges that have overcome as women in male dominated STEM fields. Berry encouraged listeners to “make space for themselves and find mentorship” which the other speakers agreed with wholeheartedly. Another point of discussion was what the speakers would give as advice to women thinking of pursuing STEM field and what classes they had during their time at ESF that has supported them throughout their careers, to which each speaker gave complete and powerful responses from each of their varied perspectives. The classes highlighted by each speaker were individual to each of their majors, and included Energy Markets and Policy, Remote Sensing, Python Coding, and Mycology to state a few that the speakers noted as key classes that changed their perspectives. A common theme for advice across the speakers was to find allies in each space, maintain mentorship and networks, and to stand up for yourself (especially during negotiations).

Billie Holecek graduated from ESF in 2020 with a bachelor's in Sustainable Energy Management and a minor in Applied Statistics and Energy and Environmental Policy. She currently works for the Berkeley Lab as an Energy and Environmental Policy Researcher while completing her masters in Energy and Environmental Policy at University of Delaware.

Valerie Wiehl graduated from ESF in 2016 with a bachelor’s in Environmental Resources and Engineering where she was interested in engineering focused on water dynamics. In her professor career she had landed in robotics and now works as a Customer Success Engineering Lead for Nightingale Security, using drones that respond to calls under emergency circumstances.

Emily Booth graduated from ESF in 2021 with a bachelor’s in Forest Health where she worked with Dr. Dylan Parry on projects surrounding biological control methods. She now works for the city of Rochester as a Forestry Technician where she manages 1/3 of the 65,000 trees in the city.

Ally Berry entered ESF as a transfer student from Onondaga Community College and graduated in 2019 with a bachelor’s in Environmental Science with a specialization in watershed science. She now works as an Environmental Project Manager for LG Sonic US to monitor and mitigate harmful algal blooms around the US.

This discussion was part of the Women in Scientific and Environmental Professions (WiSE Professions) Speaker series as a special installment for Women’s History Month. It was presented jointly by the Alumni Association, Career Services, Admissions, and ESF Women’s Caucus.

As part of the requirements for FOR 797, Perspective on Career and Gender students share responsibility of reporting on a subset of class discussions, including those that are part of the Women in Scientific and Environmental Professions Speaker Series (WiSE Professions).

Environmental Education: Holding Space for Queerness

By Henry McKenna, Environmental Studies '25.

Environmental education has long provided spaces for personal growth and identity exploration, particularly in residential summer camps. On February 25, 2025, Alexandra Walls and Dr. Michael Mikulewicz presented ‘Queering Camp’ during a combined Science Corps Workshop and Women in Scientific and Environmental Professions Speaker Series event. This presentation explored the role of summer camps and outdoor learning programs in supporting queer youth and fostering inclusive environmental education spaces.

"I prefer to be a realist," said Walls, in reference to the current administration that is enforcing dangerous policies for the LGBTQ+ community. A former camper turned camp educator, Walls pointed out the lack of understanding on queerness in environmental education overnight camps. Walls gave an enlightening perspective on how to “queer
” your thinking, by changing things like housing in order to provide a more comforting experience for students and campers. 

Mikulewicz, an assistant professor of Environmental Studies at the SUNY College of Environmental Science and Forestry (ESF), uses queer theory and critical geography to examine the inequalities embedded in climate impacts and responses. Together, they challenged traditional frameworks in environmental education and advocated for spaces where all identities are affirmed. Mikulewicz defined gender and queerness brilliantly, while providing a digestible definitions to complex ideas.  He explained that the term “Queering” started “with heteronormism being questioned by theorists, scholars, activists, etcetera” but has come to mean “decentering anything from the norm” or the binaries upon which society is built. 

The concept of queer eco pedagogies involves questioning underlying assumptions in environmental education, overcoming harmful binaries, and being attentive to intersectionality.  Walls and Mikulewicz argue that these ideas and values are not at all limited to queer learners or teachers, but rather are universally applicable.

For more information on upcoming public ESF events, visit www.esf.edu.   

As part of the requirements for FOR 797, Perspective on Career and Gender students share responsibility of reporting on a subset of class discussions, including those that are part of the Women in Scientific and Environmental Professions Speaker Series (WiSE Professions).

Fire can heal you!

Nisogaabokwe Melonee Montano,a graduate student at University of Minnesota, who works as a TEK Outreach Specialist and for the Great Lakes Indian Fish & Wildlife Commission, spoke at ESF about collaborating the natural and technical world's resources in order to save the land.

Montano discussed the connections between knowledge, cultures, climate change, and fire which can result in revitalization and healing. Montano illustrated the importance of and approach taken to weaving together Traditional Ecological Knowledge (TEK) and Western Science for Climate Change focused work at Great Lakes Indian Fish & Wildlife Commission. This work led to a similar approach being used when analyzing fire research on cultural lands of the Ojibwe people, and the unexpected outcomes.

Montano believes it is important to balance all aspects of life, and her work symbolizes the importance of being open minded when problem solving and looking for solutions.

About the speaker: Nisogaabokwe – Melonee Montano, is a mother, grandmother, and an enrolled member of the Red Cliff Band of Lake Superior Chippewa and the Traditional Ecological Knowledge Outreach Specialist for Great Lakes Indian Fish & Wildlife Commission (GLIFWC) where she helps assess climate change impacts on treaty resources and potential threats to Ojibwe culture and lifeways. She is also a Grad Student at the University of Minnesota – Twin Cities in the Natural Resources Science & Management Program under the Forestry Department. Prior to GLIFWC she was Red Cliff’s Environmental Programs Manager where she has also served on various committees including EPA’s Regional Tribal Operations Committee, Alliance for Sustainability, Treaty Natural Resources, the Integrated Resources Management Plan, and is currently serving on the Great Lakes Compact Commission. She holds a B.S. degree in Healthcare Administration with a Native American and Environmental Studies emphasis. Lastly and most importantly, she is a lifelong student of her cultural ways.

The presentation was jointly presented by the Center for Native Peoples and the Environment, the Adaptive Peaks Seminar Series (sponsored by the Department of Forest Biology), and the Women in Scientific and Environmental Professions Speaker Series (sponsored by the ESF Women's Caucus).

As part of the requirements for FOR 797, Perspective on Career and Gender students share  responsibility of reporting on a subset of class discussions, including those that are part of the Women in Scientific and Environmental Professions Speaker Series (WiSE Professions). The preceding was prepared by Liv Grogan, Ph.D. student in environmental chemistry.

Intersectionality 2.0: Public session with Choose Action Network

Chris Kosakowski delivered a compelling presentation during a session of SUNY ESF’s seminar FOR 797: Perspectives on Career and Gender that took place on April 2, 2024. The discussion centered on feminism and environmental justice, with a particular focus on how intersecting identities can compound marginalization.  

The presentation generated conversation among attendees about the complexities of engaging with environmental activism.  One particularly compelling topic of discussion revolved around how it is often easier to focus on the negative consequences of marginalization and injustice, rather than their solutions. During the conversation, attendees discussed the reasons for this. One student expressed how this is a matter of logistics, in that it is often necessary to diagnose a problem before one can address it. Michael Mikulewicz, a co-instructor of the class, observed that people who offer solutions then need to be accountable for the consequences of those solutions, which is an immense responsibility. Ultimately, the severity of environmental degradation may feel unapproachable to address at the individual level, which poses a significant barrier toward making meaningful change through environmental activism.

The conversation also centered on how the consequences of environmental injustice are not born evenly across identity categories. Socioeconomic status is the primary driving force determining one’s vulnerability to environmental injustice, and marginalized identity categories across gender, sexuality, disability-status, citizenship status, and race can compound such vulnerabilities. Chris Kosakowski insisted that individuals in positions of relative privilege have a duty to advocate on behalf of those who are the most marginalized.

Lia Figurelli, a campus educator and advocate, also provided an overview of the resources available to students through Vera House.   

 Chris Kosakowski earned a Master of Social Work from Syracuse University. He presently serves as the Coordinator of Student Inclusion Initiatives and is the Project Director for ESF's Office on Violence Against Women (OVW) Grant. For more information about his work, please visit https://www.esf.edu/student-affairs/index.php. Follow esf.edu/calendar to stay updated on all public programs.

As part of the requirements for FOR 797, Perspective on Career and Gender students share  responsibility of reporting on a subset of class discussions, including this public session with the Choose Action Network. The preceding was prepared by Taylor Wegner, MS student in the Department of Sustainable Resource Management