Insights Gained into Marginalized Students Access Challenges During the COVID-19 Academic Response

• Ann C. Kimble-Hill ^[1] ; Armando Rivera-Figueroa ^[2] ; Benny C. Chan ^[3] ; Wasiu A. Lawal ^[4] ; Sheryl Gonzalez ^[6] ; Michael R. Adams ^[5] ; George L. Heard ^[7] ; J. Lynn Gazley ^[3] ; Benjamin Fiore-Walker ^[8]
  1. [1] Purdue University

     Purdue University

     Township of Wabash, Estados Unidos

     
  2. [2] Los Angeles City College

     Los Angeles City College

     Estados Unidos

     
  3. [3] College of New Jersey

     College of New Jersey

     Township of Ewing, Estados Unidos

     
  4. [4] Central Piedmont Community College

     Central Piedmont Community College

     Estados Unidos

     
  5. [5] Xavier University of Louisiana

     Xavier University of Louisiana

     City of New Orleans, Estados Unidos

     
  6. [6] Indiana Latino Institute Leadership Circle, United States
  7. [7] University of North Carolina-Asheville, United States
  8. [8] American Chemical Society, United States

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 97, Nº 9, 2020, págs. 3391-3395
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The American Chemical Society (ACS) Committee on Minority Affairs (CMA) endeavors to support all chemistry faculty and staff as they educate all of our students during this pandemic. While the chemistry education community and the ACS have both provided resources as most institutions transitioned to virtual platforms, this pandemic disproportionally affects our students of color, lower socio-economic and rural backgrounds, and students with disabilities. Specifically, these students must overcome hurdles of technology access, environmental disruptions, and cultural pressures in order to be successful. Therefore, CMA has formulated partnerships with both academic and industrial institutions to highlight some best practices to improve future virtual learning experiences of these oftentimes marginalized students. Specifically, the work presented here examines programs and policies at three academic institutions with very different student body demographics and surrounding learning environments (Indiana University Purdue University Indianapolis (IUPUI), The College of New Jersey (TCNJ), and Los Angeles Community College District (LACCD)) with an attempt to identify variables that enhance marginalized student success in chemistry courses. The combination of their results suggests elements such as access to technology, home responsibility, and impostor syndrome, that other learning programs should consider to increase virtual learning success. Furthermore, other stopgap measures implemented at industrial partners give insight as to how these considerations can be implemented during virtual internship programs to meet their learning objectives associated with entering their institutional pipeline.