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Title: Equity and modeling in sustainability science: Examples and opportunities throughout the process

Journal Article · · Proceedings of the National Academy of Sciences of the United States of America
ORCiD logo [1]; ORCiD logo [2]; ORCiD logo [3]; ORCiD logo [4]; ORCiD logo [4];  [5]; ORCiD logo [6]; ORCiD logo [7];  [8]; ORCiD logo [9];  [2]; ORCiD logo [10]; ORCiD logo [11]; ORCiD logo [12]; ORCiD logo [13]; ORCiD logo [14];  [15]; ORCiD logo [16]; ORCiD logo [14]; ORCiD logo [17] more »; ORCiD logo [3]; ORCiD logo [18] « less
  1. University of British Columbia, Vancouver, BC (Canada); Univ. of Michigan, Ann Arbor, MI (United States)
  2. University of Wisconsin, Madison, WI (United States)
  3. Stanford University, CA (United States)
  4. University of British Columbia, Vancouver, BC (Canada)
  5. Université Clermont Auvergne, Clermont-Ferrand (France); French National Research Institute for Agriculture, Food and Environment (INRAE), Clermont-Ferrand (France). Laboratoire d'Ingénierie des Systèmes Complexes (LISC)
  6. Vrije Universiteit, Amsterdam (Netherlands)
  7. Arizona State University, Tempe, AZ (United States)
  8. North Carolina State University, Raleigh, NC (United States)
  9. University of Pennsylvania, Philadelphia, PA (United States)
  10. University of Notre Dame, Notre Dame, IN (United States)
  11. Pennsylvania State University, University Park, PA (United States)
  12. University of Minnesota, MN (United States)
  13. Dartmouth College, Hanover, NH (United States)
  14. Carnegie Mellon University, Pittsburgh, PA (United States)
  15. University of Alaska, Fairbanks, AK (United States)
  16. University of Waterloo, ON (Canada)
  17. Massachusetts Institute of Technology (MIT), Cambridge, MA (United States)
  18. University of Illinois at Urbana-Champaign, IL (United States)

Equity is core to sustainability, but current interventions to enhance sustainability often fall short in adequately addressing this linkage. Models are important tools for informing action, and their development and use present opportunities to center equity in process and outcomes. This Perspective highlights progress in integrating equity into systems modeling in sustainability science, as well as key challenges, tensions, and future directions. We present a conceptual framework for equity in systems modeling, focused on its distributional, procedural, and recognitional dimensions. We discuss examples of how modelers engage with these different dimensions throughout the modeling process and from across a range of modeling approaches and topics, including water resources, energy systems, air quality, and conservation. Synthesizing across these examples, we identify significant advances in enhancing procedural and recognitional equity by reframing models as tools to explore pluralism in worldviews and knowledge systems; enabling models to better represent distributional inequity through new computational techniques and data sources; investigating the dynamics that can drive inequities by linking different modeling approaches; and developing more nuanced metrics for assessing equity outcomes. We also identify important future directions, such as an increased focus on using models to identify pathways to transform underlying conditions that lead to inequities and move toward desired futures. By looking at examples across the diverse fields within sustainability science, we argue that there are valuable opportunities for mutual learning on how to use models more effectively as tools to support sustainable and equitable futures.

Research Organization:
Johns Hopkins University, Baltimore, MD (United States)
Sponsoring Organization:
USDOE Office of Science (SC); National Science Foundation (NSF); Social Sciences and Humanities Research Council (SSHRC)
Grant/Contract Number:
SC0023217
OSTI ID:
2472112
Journal Information:
Proceedings of the National Academy of Sciences of the United States of America, Journal Name: Proceedings of the National Academy of Sciences of the United States of America Journal Issue: 13 Vol. 121; ISSN 0027-8424
Publisher:
National Academy of SciencesCopyright Statement
Country of Publication:
United States
Language:
English

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