Equitable and Inclusive Practices Designed to Reduce Equity Gaps in Undergraduate Chemistry Courses

• Kimberly N. White ^[1] ; Kimberly Vincent-Layton ^[1] ; Brandilynn Villarreal ^[1]
  1. [1] Humboldt State University

     Humboldt State University

     Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 98, Nº 2, 2021, págs. 330-339
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The adoption of equitable and inclusive teaching strategies in the undergraduate chemistry classroom is essential if equity gaps are to be minimized. Reducing these gaps will foster a diverse talent pool of future chemists to propel creativity and innovation. To cultivate an equitable and inclusive environment, instructors must engage in ongoing critical self-reflection, focus on students’ assets rather than deficits, create a relationship with the student as an individual, use best practices for engaging a diverse student population, and affirm students’ potential as scientists. Evidence-based strategies for successfully implementing transformation in the chemistry classroom and examples used in introductory chemistry courses are provided and discussed.