A QuantCrit Investigation of Society’s Educational Debts Due to Racism and Sexism in Chemistry Student Learning

• Ben Van Dusen ^[1] ; Jayson Nissen ^[4] ; Robert M. Talbot ^[2] ; Hannah Huvard ^[2] ; Mollee Shultz ^[3]
  1. [1] Iowa State University

     Iowa State University

     Township of Franklin, Estados Unidos

     
  2. [2] University of Colorado Denver

     University of Colorado Denver

     Estados Unidos

     
  3. [3] Texas State University

     Texas State University

     Estados Unidos

     
  4. [4] Nissen Education Research and Design, United States

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 1, 2022, págs. 25-34
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The American Chemical Society holds supporting diverse student populations engaging in chemistry as a core value. We analyzed chemical concept inventory scores from 4,612 students across 12 institutions to determine what inequities in content knowledge existed before and after introductory college chemistry courses. We interpreted our findings from a Quantitative Critical (QuantCrit) perspective that framed inequities as educational debts that society owed students due to racism, sexism, or both. Results showed that society owed women and Black men large educational debts before and after instruction. Society’s educational debts before instruction were large enough that women and Black men’s average scores were lower than White men’s average pretest scores even after instruction. Society would have to provide opportunities equivalent to taking the course up to two and a half times to repay the largest educational debts. These findings show the scale of the inequities in the science education systems and highlight the need for reallocating resources and opportunities throughout the K–16 education system to mitigate, prevent, and repay society’s educational debts from sexism and racism.