As science educators, we have an important opportunity to influence perceptions of who does science, and we can work to empower students to make our disciplines more accessible to people of all backgrounds. This goal was explicitly built into an introductory college astronomy course through the theme of "Who Speaks for Earth?" Interventions included daily inclusive practices, features of diverse scientists, as well as a mid-semester hour-long Anti-Racist and Gender-Inclusive Training. Pre and post assessment shows positive impacts on students' interest in learning more about diversity, and racism in particular, as well as comfort in intervening in situations of discrimination. Additional qualitative artifacts provide themes of students' thinking about diversity and inclusivity in astronomy, as well as their emotional reactions to receiving a targeted training. While some students reacted negatively and criticized these interventions, the vast majority of students expressed gratitude and commitment to making science more inclusive as they move forward as Earthlings. This work can empower other science educators to engage their students in such conversations. Most importantly, it provides the tools to advance an inclusive and intersectional framework in their teaching pedagogy.