19 Apr 2022
19 Apr 2022

GC Insights: Diversifying the Geosciences in Higher Education: a Manifesto for Change

Caitlyn A. Hall1, Sam Illingworth2, Solmaz Mohadjer3, Mathew Koll Roxy4, Craig Poku5, Frederick Otu-Larbi6, Darryl Reano7, Mara Freilich8, Maria-Luisa Veisaga9, Miguel Valencia10, and Joey Morales11 Caitlyn A. Hall et al.
  • 1The Honors College and Biosystems Engineering Department, University of Arizona, Tucson, Arizona, United States
  • 2Department of Learning and Teaching Enhancement, Edinburgh Napier University, Edinburgh, Scotland
  • 3Department of Earth and Environmental Sciences, University of Central Asia, Khorugh, Tajikistan
  • 4Climate Research Lab, Indian Institute of Tropical Meteorology, Pune, India
  • 5Department of Chemistry, University of York, York, United Kingdom
  • 6Lancaster Environment Centre, Lancaster University, United Kingdom
  • 7School of Earth and Space Exploration, Arizona State University, Tempe, Arizona, United States
  • 8Scripps Institution of Oceanography, University of California San Diego, San Diego, California, United States
  • 9Kimberly Green Latin American and Caribbean Center, Florida International University, Miami, Florida, United States
  • 10Department of Earth and Environment, Florida International University, Miami, Florida, United States
  • 11Florida International University and Miami Northwestern Senior High School, Miami, Florida, United States

Abstract. There is still a significant lack of diversity and equity in geoscience education, even decades after widespread calls for improvement and action. We propose an approach and specific opportunities for educators to improve diversity in geoscience education within higher education: 1) advocating for institutional change, 2) incorporating diverse perspectives and authors in curricula, 3) teaching historical and sociopolitical contexts of geoscience information, 4) connecting geoscience principles to more geographically diverse locations, 5) implementing different communication styles that consider different ways of knowing and learning, and 6) empowering learner transformation and agency.

Caitlyn A. Hall et al.

Status: final response (author comments only)

Comment types: AC – author | RC – referee | CC – community | EC – editor | CEC – chief editor | : Report abuse
  • CC1: 'Comment on egusphere-2022-116', Andreas Braun, 21 Apr 2022
    • CC2: 'Reply on CC1', Andreas Braun, 21 Apr 2022
      • AC3: 'Reply on CC2', Caitlyn Hall, 14 Jul 2022
    • AC2: 'Reply on CC1', Caitlyn Hall, 14 Jul 2022
  • CC3: 'Comment on egusphere-2022-116', Steve Lockett, 25 Apr 2022
    • AC4: 'Reply on CC3', Caitlyn Hall, 14 Jul 2022
  • RC1: 'Comment on egusphere-2022-116', Anonymous Referee #1, 26 May 2022
    • AC1: 'Reply on RC1', Caitlyn Hall, 14 Jul 2022
  • RC2: 'Comment on egusphere-2022-116', Rebecca Williams, 27 May 2022
    • AC5: 'Reply on RC2', Caitlyn Hall, 14 Jul 2022

Caitlyn A. Hall et al.

Caitlyn A. Hall et al.


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Short summary
In this manifesto, we offer six points of reflection that higher education geoscience educators can act upon to recognize and unlearn their biases and diversify the geosciences in higher education, complementing current calls for institutional and organizational change. This serves as a starting point to gather momentum to establish community-built opportunities for implementing and strengthening diversity, equity, inclusion, and justice holistically in geoscience education.