Moving beyond the Experiment to See Chemists Like Me: Cultural Relevance in the Organic Chemistry Laboratory

Autor/inn/en	Younge, Sinead; Dickens, Danielle; Winfield, Leyte; Sanders Johnson, Shanina
Titel	Moving beyond the Experiment to See Chemists Like Me: Cultural Relevance in the Organic Chemistry Laboratory
Quelle	In: Journal of Chemical Education, 99 (2022) 1, S.383-392 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winfield, Leyte) ORCID (Sanders Johnson, Shanina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00488
Schlagwörter	Science Experiments; Scientists; Chemistry; Culturally Relevant Education; Organic Chemistry; African American Students; Females; Student Experience; Self Concept + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Chemie; Organische Chemie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Studienerfahrung; Selbstkonzept
Abstract	Culturally relevant pedagogy and critical race feminism can be utilized to challenge the inequality and masculine nature of chemistry. Such an approach is needed to increase the representation of Black women in STEM and can be leveraged to create a curriculum that addresses the lived experiences of these individuals. This approach can shift the dynamics of the learning environment by allowing students to take the lead in creating knowledge and, in the case of students, seeing how other Black women experience and contribute to the field of chemistry in meaningful ways. In acknowledging the intersection of gender, race, and personal interest in connection with culturally relevant pedagogies, learning strategies have been created to engage Black women. Student interview and survey data revealed their interest and growing knowledge of the relevance of science. The information also showed that completing the culturally relevant lab activities helped students see themselves as developing scientists. Based on the response to the activities, it is believed that the intentional design of an academically challenging and inclusive curriculum will enhance students' perception of themselves as scientists. (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