Despite growing demographic diversity in the United States population at large, in the 50 years that the National Science Foundation has been keeping demographic statistics, there has been a continuing lack of diversification in the Science, Technology, Engineering and Mathematics (STEM) workforce, leading to growing frustration and a compelling need for both equity and inclusion (Bernard & Cooperdock, 2018).Within the geosciences (Earth, Atmosphere, Ocean, and Polar Sciences), there is a current wave of energy and attention to issues of equity and social justice in geoscience spaces that is long overdue. Calls to action (Ali et al., 2020;Morris et al., 2020), publications (e.g., Chen et al., 2020;Marín-Spiotta et al., 2020), personal stories (#BlackAndStem (#BlackAndStem was created by Stephanie Page, PhD; twitter: @ThePurplePage)), new centers (e.g., AGU Ethics and Equity Center), and emerging movements (URGE: https://urgeoscience. org/) are pushing the edges and reforming approaches to broadening participation. This is encouraging, as past strategies to accelerate demographic and ethnocultural representation have not succeeded as hoped. Many existing approaches portray the lack of diversity as a problem of unequal access (e.g., via affordability or as a consequence of structural racism), and/or one of unequal interest, with evidence existing for both perspectives (Dutt, 2020; Posselt, 2020). One mechanism to broaden participation in the geosciences is to