GeoLatinas Mentoring Team: Breaking Barriers & Building Futures through Mentoring Initiatives in the Latinx Community
Bibliographic record
Abstract
GeoLatinas, a not-for-profit, international organization founded in 2019, promotes and supports Latina women in Earth and Planetary Sciences. Our organization has team-led initiatives focused on mentoring, education, and outreach for professional and personal development. It promotes sustainable training, and peers inspire individuals towards career advancement. GeoLatinas volunteers lead these efforts within the Leadership Council and Local Teams through co-leadership and peer mentoring practices, offering all members the opportunity to join existing or create new initiatives. Launched in 2020, the GeoLatinas Mentoring Team started with a one-to-one mentoring strategy. During this period, the team facilitated 50 mentor-mentee pairs matched according to the mentees’ aims and mentors’ intentions. Through this program, we retrieved insightful information that led us to understand our community’s needs and tailor our approach accordingly. Our priority was to build a safe space that supports our members and addresses the existing Latinx mentoring experiences, challenges, and opportunities literature gap. Hence, “GeoLatinas mentoring program: the process of creating a safe space to grow professionally by co-leadership” enclosed the results and lessons learned from this mentoring experience. This book’s chapter provides relevant and updated information on the status quo of Latinx in the geoscience field (Navarro–Pérez et al., 2025). More recently, between 2024 and 2025, we joined the Mentoring365 platform sponsored by AGU. Within this platform, we designed four different mentoring circles in Spanish, each lasting between two and six weeks. These sharing spaces boosted our community’s knowledge about mentoring, scientific writing and presentations, and the use of the platform itself. The platform closed permanently this year. Thus, our next steps include creating similar virtual places to discuss outstanding key topics related to authorship rights, life in academia as an immigrant, and mentoring at different career stages. This will benefit from the use of other free-sourced platforms (e.g., Slack) for accessibility of our international community. Thus, GeoLatinas remains committed to supporting and empowering Latinx communities in geosciences in response to recent challenging events. Launched in 2020, the GeoLatinas Mentoring Team started with a one-to-one mentoring strategy. During this period, the team facilitated 50 mentor-mentee pairs matched according to the mentees’ aims and mentors’ intentions. Through this program, we retrieved insightful information that led us to understand our community’s needs and tailor our approach accordingly. Our priority was to build a safe space that supports our members and addresses the existing Latinx mentoring experiences, challenges, and opportunities literature gap. Hence, “GeoLatinas mentoring program: the process of creating a safe space to grow professionally by co-leadership” enclosed the results and lessons learned from this mentoring experience. This book’s chapter provides relevant and updated information on the status quo of Latinx in the geoscience field (Navarro–Pérez et al., 2025). More recently, between 2024 and 2025, we joined the Mentoring365 platform sponsored by AGU. Within this platform, we designed four different mentoring circles in Spanish, each lasting between two and six weeks. These sharing spaces boosted our community’s knowledge about mentoring, scientific writing and presentations, and the use of the platform itself. The platform closed permanently this year. Thus, our next steps include creating similar virtual places to discuss outstanding key topics related to authorship rights, life in academia as an immigrant, and mentoring at different career stages. This will benefit from the use of other free-sourced platforms (e.g., Slack) for accessibility of our international community. Thus, GeoLatinas remains committed to supporting and empowering Latinx communities in geosciences in response to recent challenging events.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".