Drawing a New Scientist: Why i Come Out to My Chemistry Class

Stephanie N. Knezz*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)827-829
Number of pages3
JournalJournal of Chemical Education
Volume96
Issue number5
DOIs
StatePublished - May 14 2019

Keywords

  • Collaborative/Cooperative Learning
  • Ethics
  • First-Year Undergraduate/General
  • History/Philosophy
  • Minorities in Chemistry
  • Women in Chemistry

ASJC Scopus subject areas

  • Chemistry(all)
  • Education

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