While the geosciences are interdisciplinary in nature, they are not demographically diverse, which challenges the future viability and relevance of the geosciences. Causes and potential solutions for this deficiency have been proposed for several decades, but diversity within the geosciences has barely changed in that time. Dominant cultural, historical, and socioeconomic factors contribute to the lack of diversity and those factors only change slowly over generations. Solutions proposed for more immediate changes have been ineffective. Providing specific emotional support to those who are systemically non-dominant (SND) will be more impactful in improving diversity and inclusion within the geosciences. Specifically, we focus on intergroup emotions, which can be pleasant or unpleasant emotions that individuals feel due to their identification with one or more social groups. Using the Intergroup Emotions Theory, we argue that diversity and inclusion can be improved by helping those who are SND minimize undesirable emotions that arise when their group memberships are perceived to be negative. We end by making recommendations based on available research, yet we strongly call on the geoscience community to conduct further discipline-based research in this crucial area in the near future.

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.