Teaching Equity in Chemistry
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Danny Doucette [1] ; Abigail R. Daane [2] ; Angela Flynn [7] ; Chris Gosling [8] ; Dana Hsi [9] ; Clausell Mathis [3] ; Andrew Morrison [4] ; Shinae Park [10] ; Moses Rifkin [5] ; Johan Tabora [6]
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[1] University of Pittsburgh
University of Pittsburgh
City of Pittsburgh, Estados Unidos
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[2] South Seattle College
South Seattle College
Estados Unidos
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[3] University of Washington
University of Washington
Estados Unidos
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[4] Joliet Junior College
Joliet Junior College
Township of Joliet, Estados Unidos
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[5] University Prep
University Prep
Estados Unidos
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[6] University of Illinois at Chicago
University of Illinois at Chicago
City of Chicago, Estados Unidos
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[7] Gordon School, United States
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[8] Saranac Lake High School, United States
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[9] International Community School, United States
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[10] The Lawrenceville School, United States
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 1, 2022, págs. 301-306
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
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.
