Promoting Inclusive and Culturally Responsive Teaching Using Co-Classes for General Chemistry

Autor/inn/en	Ortiz-Rodríguez, Jessica C.; Brinkman, Hannah; Nglankong, Lea; Enderle, Bryan; Velázquez, Jesús M.
Titel	Promoting Inclusive and Culturally Responsive Teaching Using Co-Classes for General Chemistry
Quelle	In: Journal of Chemical Education, 99 (2022) 1, S.162-170 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ortiz-Rodríguez, Jessica C.) ORCID (Velázquez, Jesús M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00339
Schlagwörter	First Generation College Students; Undergraduate Students; Low Income Students; Disproportionate Representation; Inclusion; Culturally Relevant Education; Cooperative Learning; Chemistry; Distance Education; COVID-19; Pandemics; Online Courses; Electronic Learning; Outcomes of Education; Grades (Scholastic); Social Networks; Social Support Groups; Equal Education; STEM Education; Curriculum Development; Curriculum Implementation; California + Suchen Sie Ihr Suchwort? Inklusion; Kooperatives Lernen; Chemie; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Lernleistung; Schulerfolg; Notenspiegel; Social network; Soziales Netzwerk; Social support; Soziale Unterstützung; STEM; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kalifornien
Abstract	The shift to remote teaching induced by the COVID-19 pandemic has increased pre-existing academic disparities in the student community, augmenting the disadvantages for students who already experience opportunity gaps. This work describes the implementation of an online chemistry co-class focused on providing educational and social support to first-generation, low-income underrepresented students enrolled in a General Chemistry course at the University of California Davis. The co-class offered concurrently with the General Chemistry course aimed to address the academic disparities induced by remote learning and the loss of classroom community during isolation. Students in the co-class were prepared academically in a smaller setup than their General Chemistry course (10-20 vs 500-600 students), which facilitated their engagement and participation in academic and community-building activities. Results from Fall 2020-Spring 2021 quarters show that students who participated in the CHE 98 co-class obtained higher grades in general, where 61% of the students received a C+ or higher in the General Chemistry course, compared to only 47% for the comparison group. Students also identified having a network of support as one of the class's strengths and had an interest in taking a similar course again. Our results highlight that providing an educational environment that is inclusive, culturally responsive, and supportive could promote equity among the student community and have a positive influence on underrepresented student retention in STEM. Therefore, the strategies discussed herein could be applied to develop analogous courses in remote and in-person teaching environments. (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