Increasing diversity in the workplace leads to broader perspectives and innovation. However, many chemical industries, including fisheries, lack the diversity that the population represents. To solve this problem, you have to start from the beginning of the pipeline.
Understanding the lack of diversity in STEM
I recently read a research article in the journal Chemical Education that provided some statistics on the diversity of chemicals. White etc. It reports that "only 6.2% of chemists, materials scientists, chemical engineers, and chemical technicians identify as black or African American, and only 7.0% identify as Hispanic or Latino, significantly less than the general population of the United States." 1). The data is not broken down by career, but I imagine the representation in the school community is fairly similar.
I have been reading about diversity, equity, and inclusion (DEI) in pre-STEM courses for several years now. So I guess these numbers shouldn't be as shocking to me as they are. I know that minority students are showing interest in STEM at the same rate as their white peers, but they are not continuing their education in STEM courses and majors at the same rate. In fact, national trends show that only 14.7% of STEM graduates are awarded to disadvantaged students (1). In many institutions, DFW rates (the percentage of students who drop out of a class or course) in STEM preparation courses are higher for less advantaged students than for white or Asian populations. First-generation students are also more likely to feel disengaged and struggle in introductory courses.
It was always assumed that the problem was the students. This means that students with higher preparation or higher motivation to learn may be successful, while students from weaker backgrounds may not be able to withstand the rigors of STEM courses. Like Wilson Kennedy et al. They clearly stated in their 2020 article. "We must move beyond traditional meritocracy arguments and prepare to begin questioning how these people experience our institutions in the classroom, research laboratory, and scientific culture" (2). Wilson Kennedy et al. She argues, like many other experts in IED practice, that we need to examine the role of prejudice, marginalization, systemic racism, and microaggressions in creating inclusive and welcoming environments in classrooms and laboratories. (2) We are not the problem. the students. . The problem is how students experience our lessons. Equitable and inclusive core courses are essential for all students, regardless of preparation level or background, to grow and learn. This document, along with David Essay's informative manuscript Race Matters, are invaluable resources for scholars interested in learning more about structural disparities in STEM education (2, 3).
Fortunately, people with higher education pay attention to this. Having attended ACS department chair seminars, I know that many institutions appreciate the thoroughness of their induction sequences. It's now easy to find workshops and conferences dedicated to discussing diversity, equity, inclusion, and racism in science. Many institutions have DEI offices. Some institutions, like mine, have principals who gently push teachers to evaluate teachers' thinking, classroom environments, and teaching practices. Most academic chemists have limited training. We learn from our practice by reading the literature and discussing best practices with other educators. The time has come to take on the important work of expanding the diversity of our industry by making our classrooms more inclusive and equitable.
So you're not an academic...
I know that most of the readers here are not scientists. If you've made it this far on this blog, you might be thinking that there's no way you can contribute to the beginning of the pipeline. I would say that industrial and government chemists have a very important role in our academic world. Our students aspire to be you one day. They like to know what kind of academics you are, what kind of work you do, and what courses they have to take to get there. If you are reading this, especially if you belong to a group of people who are underrepresented in chemistry, I encourage you to contact the chemistry department at your local college or university and offer to talk to the students. That old adage that representation matters is true (4). When students see someone who looks like them, with a similar experience, who struggled like them but got what they wanted, it's very important for their confidence and motivation. I would like to see more students inspired to become great scientists at a young age. I hope you will consider my request for cooperation with this young generation of aspiring alchemists.
Complete practice examples
So that's the point. Knowing there is a problem and looking for a solution are two very different things. There is no magic wand that can solve problems of systemic injustice overnight. However, there are many reports of small to medium changes that can begin to address equity issues in the classroom. My goal is to present some strategies I've read about this year that I'm excited to share and try to implement in my courses. Quick waiver. I am not an expert in this field and this list is not exhaustive. For those in academia, some of these strategies may be new to you, and you may want to consider their impact in your classroom. For those working in industry or the public sector, I hope you will learn about the evolving landscape of academia and how students can train for years in undergraduate programs.
Many holistic learning methods are based on the idea that students should develop a positive mindset (the idea that the mind is flexible, not static). Maria and others. "Note that thinking development also boosts students' self-efficacy because it helps them realize that anyone can be good [at science] simply by engaging in productive practice, working with others, and receiving immediate feedback" (5). Scientists and mathematicians have developed many practices that can be used to improve equity and student achievement regardless of their preparation at the beginning of the course (6).
I have previously written about the tremendous amount of active learning work being done by the analytics community (7). Active learning has been shown to improve test performance by reducing persistent achievement gaps in science, technology, engineering, and mathematics (STEM). There are a variety of active learning methods that can be adapted to different class sizes and styles. I have used active learning in chemical engineering and general chemistry courses and found its application engaging and dynamic.
The use of low-risk tasks has been assessed in a variety of ways. Eddy and Hogan evaluated the value of increasing course structure by comparing low- and intermediate-level course structure using guided reading questions, preparatory assignments, and classroom activities (8). Students have more opportunities to make cheap mistakes with their grades and receive formative feedback before a formal assessment such as an exam. Eddy and Hogan found that in the moderate course structure group, all students showed a 3.2% increase in test performance, but greater gains were seen among black students (3.1% more) and white students. First generation students (2.5% more) ( 8) This is an important observation. Not only did black students and first-generation students do better, but all students did better on the high-risk assessment.
A mental intervention related to stereotypes was used in introductory physics and biology classes. The article by Binning et al. Describes the use of an environmental intervention aimed at normalizing social and academic adversity (9). The intervention is delivered at the beginning of the semester to instill a growth mindset in each student from the start. Students learn that it's okay to struggle and that even if the course is difficult, they can still work hard and be successful in the classroom, no matter what they're up to next. Interestingly, the intervention had the greatest impact on historically underrepresented students in any discipline, particularly minorities in introductory biology and women in introductory physics.
Proficiency assessment attempts to address retention issues where students may earn enough partial points for a "good grade" but not fully master a subject (10). A list of goals is created and evaluated throughout the semester. Students complete several attempts to master each objective during the semester. This type of intervention supports a growth mindset that allows students to achieve results based on continuous review rather than awarding points based on the first assessment. The use of domain units has been fully explored in mathematics, where some topics are non-hierarchical. Members of my department are experimenting with the idea of using mastery points for certain topics in the first semester of a general chemistry course.
White etc. It is hypothesized that comprehensive and evidence-based practices (including fostering a sense of belonging, affirming students' academic identity, allowing them to make mistakes, being an engaging teacher, building relationships, and using active learning and teamwork) can reduce equity gaps in introductory courses. (1). Regular interventions were used to increase equity in the classroom, such as framing students' problems on the test, introducing a chemical of the week from a variety of chemicals, and encouraging students to reflect on test performance through an exam coverage exercise.
Muniz and others share their efforts to redesign introductory chemistry courses using a combination of cognitive and affective strategies (11). For example, students find the support of a highly structured course (cognitive) combined with the inclusion of course topics (cognitive) and statement-based thinking (emotional) to transform their learning. The authors provide specific examples and a detailed schedule for positive interventions and cognitive tasks.
one last thought
Changes in the scientific environment are slow and sometimes difficult. This work is no different. Increasing inclusion and equity in chemistry will require a positive coaching mindset that fosters increased discipline. This will require invention and experimentation. It will involve intelligence. I began to think of this work as a process of synthesis, that with each article read, each intervention, and each student achieve their goals, we move toward a more diverse group of chemists, analytical chemists, and fantastic scientists. . And while this work may be time-consuming and necessary, the end goal is too important to attempt.
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Amber Happ is an assistant professor of chemistry at the College of the Holy Cross in Worcester, Massachusetts. He received his BA from Kalamazoo College and his Ph.D. in Chemistry at Michigan State University under the direction of Professor Victoria McGuffin. Amber enjoys teaching a wide range of courses including Environmental Chemistry, General Chemistry and Instrumental Analysis. His research group uses gas chromatography and a variety of chemical measurement techniques to understand the fatty acid methyl ester content of biodiesel made from various biodiesel feedstocks and blends. He served for several years as an executive member of the Section on Chromatography and Separation Chemistry (SCSC) Executive Committee and is the current Chair.
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