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AbstractEcology and environmental (EE) biology has low representation of Black Indigenous and People of Color (BIPOC). Degree completion and career placement in EE often fail due to poor consideration of the intersections among student lived experiences and the academic support, peer community support, mentoring, and leadership development that they receive. The demographic composition of these disciplines, which are situated within the geosciences, differs from the composition of the broader society and will continue to do so until biases associated with the dominant culture are remedied. Lack of diverse representation leaves young people of color unable to visualize themselves in EE careers, which contributes to their not pursuing EE programs, majors, and career placement.As Black ecologists, we share narratives that include lessons gained from our individual journeys through undergraduate, graduate, and postdoctoral positions emphasizing experiences that supported our successful recruitment into our current academic positions. Throughout, we emphasize intersections of identity and persistence in EE. We assert that colorblind interventions to promote diverse participation in EE will be inadequate to affect meaningful increases in BIPOC participation. We highlight the value of diverse mentors, institutional support, and institutional commitment to diversity across multiple institutions. Additionally, we offer recommendations in support of BIPOC student retention in EE and the geosciences. Increasing diversity in EE will involve reassessment of how ecologists and environmental biologists are defined, interventions that support BIPOC retention at all career stages, and critical assessment of cultural biases in EE education and field experiences.

Spatial pattern and patterns of mortality were analyzed from a five year re-census of over 7000 mapped perennial shrubs within a one hectare study plot in Joshua Tree National Park. A five year interval revealed evidence for negative intraspecific interactions which was not evident after a one year evaluation of the same plants within the study area. Juvenile mortality was a positive function of conspecific density for Ambrosia dumosa, Eriogonum fasciculatum and Sphaeralcea ambigua. In addition, juvenile E. fasciculatum that died occurred closer to conspecific adults than would be expected by chance. The two censuses are similar in that uniform patterns of distribution among conspecifics are rare, particularly for non-succulent species. These results emphasize the value of mapped study sites in allowing dynamic inferences from otherwise static analyses. Herbivory and nurse effects are implicated as potential factors influencing the dispersion of perennial plants within deserts.

Field experiences can provide transformative opportunities for many individuals who eventually pursue ecology, natural resource, and conservation careers. However, some of the same elements of field‐based programs that define and provide pivotal experiences for some represent barriers for others, especially students from underrepresented groups. Barriers may be financial, physical, cultural, or social. Issues of gender, identity, and race/ethnicity, for example, can be isolating or shut down learning during intensive field experiences when group leaders are not prepared to respond to interpersonal challenges. We explore some benefits and barriers presented by field learning experiences as well as some challenges and potential strategies to broaden inclusivity with the hope of encouraging further conversation on diversity and inclusion in field experiences.