“I Hope Nobody Feels Harassed”

McCullough, Susan

doi:10.3167/ghs.2017.100105

Cited by 1 publication

(1 citation statement)

References 12 publications

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“…The problem in our General Chemistry curriculum is a small but important part of a larger problem of sexism and racism in STEM, STEM education, and education in general. At a young age, students of color experience barriers to learning in challenging school districts where financial resources, staff perceptions, and racial climate are all contributing factors in predicting racial disparities. − Similarly, through media and the curriculum, female students get the message that scientists are most likely to be male. , Once they reach high school, students’ natural science teachers are 56.4% female, but only 19.1% are teachers of color, much lower than the population of students of color (49.3%) . This problem is then perpetuated at colleges and universities with 17.7% of professors in physical sciences who are female and only 18.3% who are professors of color .…”

Section: Introductionmentioning

confidence: 99%

Not All Chemists are White Men: Incorporating Diversity in the General Chemistry Curriculum

et al. 2022

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We have developed and implemented a change to our General Chemistry curriculum that makes the point that not all chemists are white men. This builds on recent textbook analyses, which showed that General Chemistry textbooks overwhelmingly and unnecessarily focus on the biographies of scientists that are white men. We demonstrate a way to highlight contributions from female chemists and chemists of color to illustrate General Chemistry concepts. We describe how this work could be extended and used in tandem with other curriculum efforts to increase the odds that female students and students of color persist to success in chemistry.

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