Teaching Equity in Chemistry

Abstract

There is a wide variety of ways for instructors to seek to improve diversity, equity, inclusion, and respect (DEIR) in chemistry through their instruction. One way is to talk with students explicitly about equity and injustice in science. We propose a curricular framework for teaching about equity as a way to improve DEIR in science classes at the high school and college levels. The framework has six parts, including expansive framing, buy-in, active and collaborative learning, action, flexible content, and science as a context for learning. We also present the Underrepresentation Curriculum as an example of the framework for teaching about equity in science in action. The Underrepresentation Curriculum (underrep.com) is a flexible set of lesson plans that aims to help students learn about and take action to improve equity in science.

A QuantCrit investigation of society’s educational debts due to racism, sexism, and classism in biology student learning

“…Biology courses and degree programs could instead use inspiration from universal design (Scanlon et al, 2018; Edyburn, 2010) to develop courses and programs that support students with diverse interests, backgrounds, and identities to pursue and succeed in careers in the biological sciences. Educators can adopt reflective practices from curriculum designed to counter racism and sexism, such as the Underrep Curriculum (Underrep project, 2022; Doucette et al, 2021), to assist their students in reflecting on who gets to do biology and how that has or has not changed over time to take on the ideologies at the root of these results.…”

Revisiting Chemophobia through a Social Justice Lens

“…Facilitate nonjudgmental discussions around chemophobia, critical thinking, and alternative conceptions, where all learners are able to engage and participate , A key aspect of this is to embed teaching scientists and STEMM students about inequities in science and wider society − …”

“…Challenging chemophobia requires a multifaceted approach, including critical thinking and scientific literacy; inclusive education, communications, and outreach; and policy change for greater social justice in society. As Arday, Bhambra, and others have articulated, critical thinking is a tool of decolonization; hence, the methods to develop these skills must themselves be inclusive, decolonized, and relevant to their context. − In activities aiming to develop chemical literacy and/or critical thinking, widen the scope beyond purely chemical considerations to consider ethical and social aspects of the topic , e.g., when considering power generation, aspects such as waste disposal, efficiency, changes in demand, and environmental impact could all be considered Facilitate nonjudgmental discussions around chemophobia, critical thinking, and alternative conceptions, where all learners are able to engage and participate , A key aspect of this is to embed teaching scientists and STEMM students about inequities in science and wider society − Use real-world issues as starting points for critical and curious conversations–consider asking what, or who, is missing from the discussion We value the approach taken by Lynda Dunlop and colleagues in amplifying youth voices in the context of climate crisis , If you are conducting research or outreach, consider co-research or participatory research methods, collaborating with colleagues or advisors who have relevant lived experience , e.g., if an outreach activity is aimed at disabled learners, consider conducting a focus group with disabled students to discuss how the activity can be accessible, engaging, and relevant …”

Academic free speech or right-wing grievance?

“…446 Diversity thus pays dividends for scholarship, and educational practices can create a positive feedback loop. For example, curricula developed around DEI concepts can improve student buy-in by providing real-world context, 447–449 and there is evidence that diversity itself both enhances student engagement 450 and improves graduation rates for underrepresented students. 451…”

“…Lack of diversity in academia requires structural solutions that go beyond bemoaning the “pipeline”, and which recognize that underrepresented scholars—even those who make it to a Ph.D. degree—face real barriers. Others have articulated specific ideas regarding improvements to faculty hiring procedures, 393,674 mentoring practices that are explicitly conscious of racial identity, 262,409,675–678 creation of an anti-racist university atmosphere and curriculum, 447–449,461,677–683 and more equitable grading strategies. 684–687 These must be introduced in tandem with institutional support and reward structures for DEI activities.…”