The year 2020 was an awakening for some. For others, it reiterated the persistent social injustice in the United States. Compelled by these events, 30 diverse individuals came together from January to May 2021 for a semester-long seminar exploring inequity in archaeological practice. The seminar's discussions spotlighted the inequity and social injustices that are deeply embedded within the discipline. However, inequity in archaeology is often ignored or treated narrowly as discrete, if loosely bound, problems. A broad approach to inequity in archaeology revealed injustice to be intersectional, with compounding effects. Through the overarching themes of individual, community, theory, and practice, we (a subset of the seminar's participants) explore inequity and its role in various facets of archaeology, including North–South relations, publication, resource distribution, class differences, accessibility, inclusive theories, service to nonarchaeological communities, fieldwork, mentorship, and more. We focus on creating a roadmap for understanding the intersectionality of issues of inequity and suggesting avenues for continued education and direct engagement. We argue that community-building—by providing mutual support and building alliances—provides a pathway for realizing greater equity in our discipline.

Universities struggle to provide meaningful education and mentorship to Native American students, especially in STEM fields such as archaeology and geography. The Native American Summer Mentorship Program (NASMP) at Utah State University is designed to address Native student retention and representation, and it fosters collaboration between mentors and mentees. In spring 2020, as university instruction went online due to the COVID-19 pandemic, NASMP mentors were faced with adapting hands-on activities and face-to-face interaction to an online format. Using our Water Heritage Anthropological Project as a case study, we show how virtual archaeological, archival, spatial, and anthropological labs can be adapted for online delivery. This approach may be especially useful for reaching students in rural settings but also for engaging students in virtual or remote research in the field sciences.