Disciplinary and institutional diversity of federally funded academic research on climate solutions in the United States

Abstract

To meet the demands of technological change required for climate change mitigation, academic research must cover a broad range of climate solutions. Diverse participation in this research is important because research shows that a variety of backgrounds and problem-solving approaches are important to solving complex problems such as climate change. In our study, we examine the discplinary and institutional diversity of federal funding for academic research on climate solutions (ARCS) in the United States. We identify $1.42 billion in federal funding for ARCS in fiscal years 2019 and 2020. Our findings reveal that 85% of federal ARCS grants are awarded to Principal Investigators in engineering and the natural sciences. Additionally, institutions classified as having high research activity (R1s) receive over 60% of the ARCS funding per student. Tribal institutions, Historically Black Colleges and Universities, and Hispanic Serving Institutions collectively receive only $109.20 in ARCS funding per student, compared to $334.30 per student for other institution types. These disparities in federally funded ARCS grants are, in part, a consequence of the absence of policies that promote interdisciplinary collaboration and broader participation in academic research. We discuss the policy implications that have contributed to the identified inequities in ARCS funding and current policies that could enhance the distribution of ARCS in the future. We propose strategies for federally funded ARCS to support an equitable energy transition that addresses the needs of contemporary society and beyond.

Keywords

• climate solutions
• academic research
• technological change
• diversity