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We developed All-ABOARD (Alliance Building Offshore to Achieve Resilience and Diversity) to meet the ever-increasing needs of cultivating a diverse geoscience workforce. All-ABOARD incorporates the Be the Messenger theoretical framework in all programmatic aspects to encourage participants to think about their own identities, positionalities, and privileges. Drawing from US-based institutions, we recruited four teams of four to five members who spanned a spectrum of positionality and career stages. To evaluate the efficacy of the program, we collected both quantitative and qualitative data at different intervals to measure changes in participants’ understanding and perception of identity, culture, respect, and diversity. The year-long core programming included regular webinars via Zoom and an in-person retreat. We found that immersive experiences and intergenerational teams led to the cultivation of a strong identity as a DEI-champion, enhanced group cohesion, and promoted feelings of resilience among participants. Our participants reported they felt most accountable to themselves and their teams, and that learning was accelerated by bringing together teams from multiple institutions to collaborate across intergenerational boundaries. Our program provides a model for training DEI-champions in geoscience who can advance strategic objectives in their home environments and demonstrates how frameworks from the social sciences can be effectively leveraged to transform geoscience. 

As past and present nontraditional students, our group of authors experienced firsthand a range of hurdles in our pursuit of ocean science graduate studies. Some of us attended graduate school while working full time in our fields as a means to advance our careers. Others returned to graduate school to pursue a second career in a new field. Combining our experiences with broader demographic information (Wendler et al., 2010) led us to define nontraditional ocean science graduate students as any of the following: mid-career professionals pursuing graduate degrees for career advancement and those who are embarking on a second career, hold an undergraduate degree outside of STEM, are in their thirties or older, or are balancing school with work and/or family responsibilities. While we highlight these characteristics, we recognize that there are others who self-identify as nontraditional, such as those facing a serious medical condition or disability. We hope that by sharing ways to remove barriers to entry, retention, and advancement for nontraditional students, our field will become more inclusive, equitable, and diverse. 

Neurodiversity refers to variations in the human brain that affect information processing; it includes conditions, or “neurotypes,” such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyscalculia, and dyspraxia, among others. Neurodiversity can be conceptualized as significant differences in the ways that individuals process information; such differences may concern written or verbal language, sensory information, body language, or social interactions. These differences have been historically viewed within the medical model of disability, for example, as deficits in ability through a diagnosed condition, often associated with a goal of curing or managing the condition. 

The geoscience community discussion on diversity, equity, and inclusion (DEI) most often focuses on increasing the participation of underrepresented groups based on race, ethnicity, and gender. Disability status is often overlooked, even though people with disabilities are underrepresented in the US STEM workforce by a factor of 3 compared to factors of 1.5 and 1.3 for women and underrepresented minorities, respectively (NCSES, 2023). The unemployment rate (the proportion of the workforce population that is unemployed but actively seeking work) is twice as high for people with disabilities as it is for those without a disability, according to the US Bureau of Labor Statistics (https://www.bls.gov/news.release/pdf/disabl.pdf). 

Students enrolling in community colleges often represent more diverse populations, come from different socioeconomic backgrounds, and have frequently followed non-traditional pathways into higher education as compared to first-year students at four-year institutions. Community colleges (CC) are also an important route toward STEM careers for students of high potential from marginalized communities (Mooney and Foley, 2011). Early exposure to geoscience at four-year institutions is an effective means of recruitment to these sciences (Stokes et al., 2015), but CC students rarely have the opportunity to take marine science courses. 

The Challenger Society for Marine Science (CSMS) is the learned society for marine scientists based in the United Kingdom, with a membership of over 470 people from >100 institutions, across all academic career stages. Members of the CSMS have been interested in improving the representation of a diverse range of identities in UK marine science, largely driven by their own experiences of inequity in the discipline, such as the challenges faced by women (Hendry et al., 2020). The structural exclusion of individuals by race, sex, ethnicity, social class, disability, sexuality, and the compound sum of these factors can result in a lack of diversity during recruitment and poor retention. Since 2021, CSMS has formed the first UK-wide equity, diversity, inclusion, and accessibility (EDIA) working group for marine scientists, with the aim of coordinating action to address the causes of exclusion and to improve representation across the discipline. The group of 25 volunteers meets each month to discuss a topical agenda, and the chair of the working group sits on the council of CSMS, providing EDIA input from the working group on society-wide strategic decisions. 

Gender equity in fisheries and aquaculture is a consequential economic, social, and human rights global issue. Women are the backbone of the seafood and aquaculture industry worldwide, but their contributions are often undervalued or unrecognized. While women are increasingly entering the field and leading in aquaculture (e.g., Kobell, 2020), opportunities have generally not kept pace with industry growth, despite aquaculture being the fastest-growing food production sector globally. This dearth is attributed to inequities in training, financing, and decision-making power, among other institutional and systemic socio-cultural, economic, and political factors (FAO, 2016; Brugere and Williams, 2017). As aquaculture requires training and competencies in a breadth of ecology, biology, oceanography, and technology subjects, individuals in the discipline often share similar educational or professional experiences as peers in other ocean science fields. Consequently, aquaculture is affected by many of the same structural barriers that hinder diversity, equity, inclusion, and accessibility (DEIA) in ocean sciences generally. 

Many cities around the world are taking steps to celebrate urban nature and move toward more sustainable living. As we progress, there is increasing focus on environmental initiatives and on intersecting with Black, Indigenous, and people of color (BIPOC) and other marginalized communities. Because of the long history of racism in the conservation and environmental movements, BIPOC communities have often been excluded from working in environmental science, ecology, and related fields. According to one survey of more than 200 environmental nonprofits, government agencies, and funders, “People of color are 36% of the US population and comprise 29% of the science and engineering workforce but they do not exceed 16% of the staff in any of the organizations surveyed” (Green 2.0, 2021). Absent changes in the latter percentages, environmental organizations cannot effectively address many of the urban environmental issues they face without input from, and connection with, these communities. 

Undergraduates make up a critical portion of STEM research workers at universities. However, undergraduate researchers coming from racial, cultural, socioeconomic, gender, or other groups that are historically underrepresented in STEM (i.e., excluded identity [EI]; Bhatti, 2021) often have difficulty accessing professional development opportunities that might encourage them to pursue a career in a STEM field (Barber et al., 2020). To support EI students and increase retention in STEM beyond the undergraduate level, opportunities to build scientific skills should have a low barrier to entry and provide ample training. 

Sexual assault and sexual harassment (SASH) in STEM is a well-documented problem, particularly in academic and fieldwork settings (NASEM, 2018; Kelly and Yarincik, 2021; Ackerman et al., 2023). Historically marginalized groups in STEM (i.e., white women; Black, Indigenous, and other people of color; LGBTQ+ individuals) are particularly vulnerable to SASH due to underrepresentation and persistent, long-standing cultural norms shaped by dominant male and white identities. For individuals who hold multiple marginalized identities, the risks and impacts are compounded (Cech, 2022). SASH results in negative impacts to individual mental health and physical safety, productivity, and employee retention, and represents a barrier to entry, retention, advancement, and success of a diverse STEM workforce. To address this, culture change within STEM, the process of shifting organizational norms to promote improved employee wellness, inclusion, and productivity, is needed.