Most students begin their postsecondary education at two-year colleges. This stifles the creativity of two-year faculty in curriculum improvement and the interest of their students in contemporary Earth system science. Therefore efforts to develop Earth system science programs should be directed toward those institutions. Many academic support programs help underrepresented students overcome barriers to education. Many students from underrepresented groups, and particularly women students, have responsibilities that do not readily accommodate the traditional academic schedule.
Disabled students face numerous barriers to education.
The Earth and space sciences community should provide meaningful educational opportunities, including field experiences, for all students, regardless of physical disability. Ideas and resources for teaching Earth system science to disabled students should be centralized. The Earth and space sciences community must also be better educated and sensitized to issues pertaining to the culture of a diverse population. Barriers that hinder the full and successful participation of this population in Earth system science must be understood and remedied. To this end, scientific professionals, administrators, and faculty, as well as undergraduate and graduate students, must be made aware of the impact their behavior may have on underrepresented groups.