Toward Sustained Cultural Change through Chemistry Graduate Student Diversity, Equity, and Inclusion Communities

• Jacky M. Deng ^[1] ; Leah E. McMunn ^[1] ; Meagan S. Oakley ^[2] ; Hoang T. Dang ^[3] ; Rebeca S. Rodriguez ^[4]
  1. [1] University of Ottawa

     University of Ottawa

     Canadá

     
  2. [2] University of Manitoba

     University of Manitoba

     Canadá

     
  3. [3] University of Iowa

     University of Iowa

     City of Iowa City, Estados Unidos

     
  4. [4] University of Minnesota

     University of Minnesota

     City of Minneapolis, Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 1, 2022, págs. 373-382
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Evidence from the past several decades has repeatedly found that the chemical enterprise presents systemic barriers for people with marginalized identities. Initiatives and actions that remove systemic barriers and support the success of all students, especially those from equity-deserving groups, are essential. However, fostering a culture of inclusion requires actions that focus on not only immediate outcomes but also sustained and lasting impacts. Chemistry graduate student communities focused on diversity, equity, inclusion, and respect (DEIR) can contribute to the transformation of our shared chemistry community into one where DEIR principles are foundational. Chemistry graduate student DEIR communities (CGDEIRCs) are learning communities in which students from equity-deserving groups in chemistry gain various forms of cultural wealth that support their attainment of cultural capital. By supporting students’ development of skills, networks, and resources to attain success, over time, CGDEIRCs may contribute to both short- and long-term DEIR cultural shifts in the broader chemistry community.