Geosciences remains one of the least diverse science disciplines. Recent efforts in the discipline have aimed to address leadership, organizational, and structural factors to increase engagement of diverse participants. As these efforts expand, it is important to recognize the interrelated roles of distinctive social identities in affecting opportunity structures to pursue geosciences. In particular, attending to groups who hold multiple marginalized identities is especially critical to advance equity. In this piece, we examine how intersectionality, a lens from the social sciences, can be employed conceptually and practically to broaden participation in geosciences, particularly among underrepresented groups such as women of color or others with multiple marginalized statuses. We first outline the key concepts constituting a lens of intersectionality and explain a specific model of intersectionality that incorporates multiple individual, cultural, and historical layers. Second, we examine extant research literature to explore how intersectionality might be applied in geoscience education. Third, we draw on geoscience education and more general science education research to explore how individual and intersecting identities, organizational dimensions, and cultural-historical factors, as integrated in this lens of intersectionality, can enhance understanding of students' lived experiences and historical conditions. We supplement this analysis with exemplars from our own empirical research on the culture of inclusion and exclusion in fieldwork. Finally, because intersectionality focuses on expanding life opportunities for historically marginalized groups, we conclude with recommendations on how researchers and practitioners can apply intersectionality to advance equity in geosciences.