Undergraduate field experiences (UFEs) are key components of many biology, ecology, and geoscience programs and important steps to successful recruitment into careers. However, these experiences can present serious challenges for some students, particularly those from marginalized identities. Through semi-structured interviews of diverse field program leaders, we seek to understand how they conceptualize their disciplines and the UFE itself. Additionally, this study explores how these program leaders approach designing inclusive UFEs and the institutional and practical challenges of designing and implementing inclusive UFEs. We acknowledge the limitations of the small sample of respondents and our intent is more to explore these responses as a way to begin a conversation about inclusion in UFEs. Building an understanding of these concepts will aid in addressing the underrepresentation of students from marginalized backgrounds in biology, ecology, and the geosciences by creating safe, encouraging field experiences where students can develop their self-identity in the sciences, build peer and professional networks, and develop experiences that lead them towards successful careers.
