Introducing the Journal of Chemical Education’s Special Issue on Diversity, Equity, Inclusion, and Respect in Chemistry Education Research and Practice

• Zakiya S. Wilson-Kennedy ^[1] ; Leyte L. Winfield ^[2] ; Jennifer Nielson ^[3] ; Edgar A. Arriaga ^[4] ; Ann C. Kimble-Hill ^[6] ; Florastina Payton-Stewart ^[5]
  1. [1] Louisiana State University

     Louisiana State University

     Estados Unidos

     
  2. [2] Spelman College

     Spelman College

     Estados Unidos

     
  3. [3] Brigham Young University

     Brigham Young University

     Estados Unidos

     
  4. [4] University of Minnesota

     University of Minnesota

     City of Minneapolis, Estados Unidos

     
  5. [5] Xavier University of Louisiana

     Xavier University of Louisiana

     City of New Orleans, Estados Unidos

     
  6. [6] Indiana University School of Medicine, United States

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 1, 2022, págs. 1-4
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Chemistry scholars and educators are intentionally creating inclusive curriculum and equitable learning opportunities in response to the inequities in society exposed by the challenges of discrimination and the pandemic over the past few years. This special issue shines a light on discipline-based education research (DBER) in chemistry that addresses diversity, equity, inclusion, and respect (DEIR) in classrooms, on campuses, and in the broader chemical discipline. The diversity of manuscripts in this special issue can help chemistry educators and researchers gain insights into including diverse perspectives and providing equitable access to learning for students. Notably, the rich scholarship has the potential to catalyze further crucial research in DEIR challenges in chemistry education.