Document Type

Article

Publication Date

12-2-2021

Journal Title

Journal of Museum Education

Volume

46

Issue

4

First Page

430

Last Page

440

Abstract

Despite attempts to diversify the informal science education workforce, institutions like museums, zoos, and aquariums continue to be places of privilege where few can afford to make education a life-long career. This exploratory study examined informal science educators’ perspectives on workforce equity, diversity, and professionalization. Through a nationwide survey and selective interviews, educators (n = 132) were asked about their career motivations and personal and professional challenges faced before and during the COVID-19 pandemic. Results show that 59% of informal science educators surveyed were considering academic or career changes, citing workplace practices and cultures that perpetuate overwork and underpay and that have contributed to the marginalization of educators who have been historically excluded from working in the field. Our goal is to amplify educators’ voices and encourage reflection on how museums and other institutions have upheld oppressive structures that prevent goals of equity, diversity, and inclusion from being holistically achieved.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Museum Education on December 2, 2021, available online: https://doi.org/10.1080/10598650.2021.1975484

Download

Share

COinS