Exploring Inequities in a Traditional and a Reformed General Chemistry Course

Autor/inn/en	Tashiro, Jenna; Talanquer, Vicente
Titel	Exploring Inequities in a Traditional and a Reformed General Chemistry Course
Quelle	In: Journal of Chemical Education, 98 (2021) 12, S.3680-3692 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tashiro, Jenna) ORCID (Talanquer, Vicente)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00821
Schlagwörter	Equal Education; Chemistry; Curriculum Development; Educational Change; Science Achievement; College Students; Gender Differences; Racial Differences; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Chemie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Collegestudent; Geschlechterkonflikt; Rassenunterschied
Abstract	Improvement in student performance from educational reforms has driven current calls for changes in curricular, instructional, and assessment practices in higher education. Less research has addressed the possibility of such reforms aiding in resolving the well-documented inequities in educational outcomes between sexes and races/ethnicities in STEM courses. In this study, we compared a traditional and a reformed general chemistry course offered at a large public research-intensive university. Using hierarchical linear and logistical modeling, we assessed and investigated the inequities between sexes and races/ethnicities in the outcomes for these courses. Initial analysis looking at aggregated data (not by sex or ethnicity) showed the benefit of reforms specifically for students that had not been as academically well prepared as others. Novel findings for off-sequence (first semester taken in Spring) classes for both the traditional and reformed courses found a female-lead in course grades and benefits for Native Hawaiian or Pacific Islander, American Indian or Alaska Native, Latinx or Hispanic, and African American or Black (NALA) students. The on-sequence traditional course was found to have a male-lead in achievement in line with previous research. The on-sequence reformed course was found to have more equity in achievement between sexes. Possible sources of that improvement from the traditional course were investigated, and the weighting of different course components in the overall course grades was found to be a critical piece in the reformed course's more equitable outcomes. Though our results are promising in terms of offering a recommendation that may aid in advancing equity between sexes, our results indicate that the educational reforms made fell short in mitigating the pervasive racial/ethnic inequities found in achievement and performance measures. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01