In addition to thinking globally, Earth system science must also think locally. Earth system science principles and problem-solving methods should be placed in the context of the local environment in order for students to better comprehend the relevance of science to their lives. Earth system science should not be viewed only as the study of remote, natural environments but as the study of students' backyards. Reaching out to all students is a worthy goal, but bringing a diverse student population into Earth science classrooms requires educators and administrators to overcome a number of barriers. Breaking down such barriers will require a coordinated effort on the part of the entire academic community.
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.