13 Sharing Geology: Building the Geocommunity Through Creative Engagement
Explore how geology connects with communities beyond research. Share strategies for public engagement, volunteerism, education, and advocacy. We welcome diverse approaches, including research, teaching, service, creativity, and communication that bridge science and society.
Sunday, 22 March 2026
1:30 PM - 5:30 PM
CCC, Room 26
Is Toxic Masculinity Killing Geosciences in U.S. High Schools and Higher Education?
Paper number: 13-2
Program: Technical Sessions
Time: 1:55 PM – 2:15 PM
Authors
Abstract
Earth and Space Science is an important component of the Next Generation Science Standards; yet, few U.S. High schools offer Earth Science courses. Schools that do offer such courses often do not allow them to be used to satisfy science graduation requirements. The U.S. Department of Education has traditionally grouped Astronomy, Environmental Science, Meteorology, and Geology under the larger umbrella of Earth Sciences, even though these are obviously four very different subjects. This lecture will focus on Geology and Environmental Science. A review of literature suggests the general public considers geology as a watered-down, easy course for the “bro” culture and environmental science as a weak course for tree-hugging girls. Numerous papers have been written on the socialization of women and girls, as the reason women are more concerned about the environment than their male counterparts. Advanced Placement Environmental Science, the only Earth system AP course option, happens to be the AP science course with the second-highest failure rate. This is likely because students underestimate the difficulty and do not take the course seriously. We find ourselves at a moment in time when understanding Earth’s systems could not be more important, but we have lost the cultural leverage needed to convince the general public. We need to change the narrative to Earth system knowledge is essential science for all. We need to embrace environmental science as a gateway to geology and not its demise. Studies from France and China suggest that when men take an Earth Systems Science course, their understanding of and concern for environmental issues and climate change increase. In both cases, the course was compulsory; therefore, the students surveyed were not self-selecting into the course. If more schools required Earth system science to be taught at the high school level and allowed the course to satisfy science graduation requirements, we could remove many of these incorrect perceptions. This change, however, cannot happen without well-trained teachers and support from both local, state, and federal departments of education. The support of these agencies will not be won without a change to the culture and a demand for more Earth system education from the public.
Geological Society of America Abstracts with Programs. Vol. 58, No. 2
doi: 10.1130/abs/2026NE-411296
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