Abstract

While the geosciences is interdisciplinary in nature, as a field it is not demographically diverse. Causes for this deficiency and proposed solutions have been identified over several years, but diversity within the field has scantily changed in the last several decades. Dominant historical, cultural, and socioeconomic factors largely cause the lack of diversity and proposed solutions have generally been symptomatic treatments. Since those dominant factors will linger in the foreseeable future, geoscience educators need an effective means to alleviate the lack of diversity. Here we argue that considering students' emotions is the vital means by which diversity may be improved. Specifically, this can be done by helping students develop and maintain emotions that are constructive to their learning. We begin this work by defining emotions, considering their neuroscientific and psychological basis, and then reviewing some of the extensive research in psychology, neuroscience, and education that demonstrates their importance to learning. We then discuss emotional ramifications of forces that result in students disengaging from the geosciences. We end by making specific recommendations for instructors, institutions, and the wider geosciences community.