Social and Environmental Justice in the Chemistry Classroom

Abstract

Despite advances in active learning pedagogy and other methods designed to increase student engagement in the chemistry classroom, retention and engagement issues still persist, particularly with respect to women and minorities underrepresented in STEM (science, technology, engineering, and mathematics) programs. Relevancy also remains elusive in the chemistry classroom, where real-world issues of social justice, health, and the environment are largely missing from chemistry curricula. As a result, students struggle to understand their role as change agents and global citizens with leadership responsibility toward developing solutions to these justice issues, particularly as they relate to chemistry and manufacturing industries. Green chemistry curriculum developed by groups such as the Molecular Design Research Network, Beyond Benign, Greener Education Materials for Chemists, and others is available for faculty to seamlessly integrate topics of social, health, and environmental justice problem-solving into their classes, with a focus on educating future chemists who recognize their role in solving (or preventing) global justice issues. The purpose of this paper is to share new instructional strategies needed to add relevancy to the life of chemistry students.

Using Feminist Theory and Social Justice Pedagogy to Educate a New Generation of Precautionary Principle Chemists

“…When considering feminist theory and social justice in the chemistry classroom, learning outcomes shift toward reducing disparities within communities and "the ways in which social group differences of race and ethnicity, national origins, language, religion, gender, sexuality, class, disability, and age interact with systems of domination and subordination to privilege or disadvantage different social group members relative to each other" (Adams & Zuniga, 2016, p. 96). It helps students recognize issues of discrimination and injustice and their role in mitigating those impacts through greener and safer chemical career aspirations (Llored & Sarrade, 2016;Noyori, 2015;Lasker et al, 2017;Schindel Dimick, 2015). Framing curriculum using a justice-oriented pedagogy not only helps support students in finding relevancy and purpose in their program of study but also supports retention of women and underrepresented minorities in STEM and related programs, too (Conley & Hamlin, 2009;Hansson & Lindahl, 2010;Mills & Ayre, 2003;Rivera Maulucci, 2013;Worthley, 1992).…”

“…The science classroom was born in lecture halls and laboratories with students memorizing equations and manipulating data for the pursuit of foundation and application. The science classroom supposedly mirrors the "real world," but we have since recognized that this decontextualized science removes the "why" and "so what" questions asked by students and replaces them with standards-based outcomes that exclude growth mindset development from contextualized learning experiences (Ashby & Mensah, 2018;Buxton, 2010;King & Ritchie, 2012;Lasker et al, 2017).…”

Integrating social and environmental justice into the chemistry classroom: a chemist’s toolbox

“…Social and environmental justice provides a framework for teaching and investigating chemistry as solutions to inequitable health and environmental impacts due to chemical exposure that can be mitigated through green chemistry principles that influence the design, manufacturing, and use of products with an emphasis in considering human and environmental health (28). Social justice supports the equality of all in economic, political, social, and human rights access and environmental justice assumes the same equal access of rights through regulations and policies of environmental laws and considerations (28). The community as a whole is considered as focal as the individual itself and this community-mindedness advocacy for the health and wellness of place and community are an important part of many student's values and goals.…”

Green chemistry & chemical stewardship certificate program: a novel, interdisciplinary approach to green chemistry and environmental health education

“…Yet little progress has been made in focusing curriculum on how to prioritize chemical design and selection with knowledge of associated health hazards in current chemicals to lower these health and environmental issues preemptively. Integration of chemistry education with other disciplines is a critical need when solving some of these larger challenges of design and use (1)(2)(3)(4)(5). Research has shown that scientific learning and critical thinking skills increase in students when technical content connects together sub-disciplines focused on interdisciplinary teamwork and research, repeats a set of core concepts within different contexts, incorporates inquiry-based methodology into lecture courses, involves students in design and production processes, and integrates advanced technology into learning environments (6)(7)(8)(9)(10)(11).…”