A New Approach to Supplementary Instruction Narrows Achievement and Affect Gaps for Underrepresented Minorities, First-Generation Students, and Women

Autor/inn/en	Stanich, Cynthia A.; Pelch, Michael A.; Theobald, Elli J.; Freeman, Scott
Titel	A New Approach to Supplementary Instruction Narrows Achievement and Affect Gaps for Underrepresented Minorities, First-Generation Students, and Women
Quelle	In: Chemistry Education Research and Practice, 19 (2018) 3, S.846-866 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stanich, Cynthia A.) ORCID (Pelch, Michael A.) ORCID (Theobald, Elli J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c8rp00044a
Schlagwörter	Chemistry; Science Instruction; STEM Education; Workshops; Peer Teaching; Problem Solving; Study Skills; Intervention; Mixed Methods Research; Disproportionate Representation; Minority Group Students; Females; Low Income Groups; First Generation College Students; College Science; Hypothesis Testing; Focus Groups; Tests; Scores; Student Attitudes; Science Achievement; Program Effectiveness; Washington + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; STEM; Lernwerkstatt; Schulung; Peer group teaching; Peer Group Teaching; Problemlösen; Studientechnik; Weibliches Geschlecht; Hypothesenprüfung; Hypothesentest; Examination; Prüfung; Examen; Schülerverhalten
Abstract	To help students who traditionally underperform in general chemistry, we created a supplementary instruction (SI) course and called it the STEM-Dawgs Workshops. These workshops are an extension of the Peer-led Team Learning (PLTL) SI. In addition to peer-facilitated problem-solving, we incorporated two components inspired by learning sciences: (1) training in research-based study skills, and (2) evidence-based interventions targeting psychological and emotional support. Here we use an explanatory mixed methods approach to measure the impact of the STEM-Dawgs Workshops, with a focus on four sub-populations that are historically underrepresented in Chemistry: underrepresented minorities, females, low-income students, and first-generation students. Specifically, we compared three groups of students in the same General Chemistry course: students in general chemistry and not the workshops ("Gen Chem students"), students in the workshops ("STEM-Dawgs"), and students who volunteered for the workshops but did not get in ("Volunteers"). We tested hypotheses with regression models and conducted a series of focus group interviews with STEM-Dawgs. Compared to the Gen Chem population, the STEM-Dawg and Volunteer populations were enriched with students in all four under-represented sub-populations. Compared to Volunteers, STEM-Dawgs had increased exam scores, sense of belonging, perception of relevance, self-efficacy, and emotional satisfaction about chemistry. URM STEM-Dawgs had lower failure rates, and exam score achievement gaps that impacted first-generation and female Gen Chem students were eliminated in the STEM-Dawg population. Finally, female STEM-Dawgs had an increased sense of belonging and higher emotional satisfaction about chemistry than women Volunteers. Focus groups suggested that successes came in part from the supportive peer-learning environment and the relationships with peer facilitators. Together, our results indicate that this supplementary instruction model can raise achievement and improve affect for students who are underrepresented in chemistry. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01