Encouraging the persistence of underrepresented populations in STEM begins in gateway science courses like general chemistry. In these courses, success often depends on students' ability to affirm their identity and sense of belonging in the science classroom. General chemistry suffers from an unfortunate lack of diverse role models; however, the instructor can use personal identity to help remedy this problem. Actively affirming identity in the classroom allows students from all backgrounds to feel like they belong in science. Additionally, by sharing information about oneself, the instructor is in a unique position to share power in the classroom, empowering students to develop their own voices as scientists.
- Collaborative/Cooperative Learning
- First-Year Undergraduate/General
- Minorities in Chemistry
- Women in Chemistry
ASJC Scopus subject areas