Mitigating Educational Debts in Organic Chemistry for Historically Marginalized Students via a Summer Preparatory Program
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| Title: | Mitigating Educational Debts in Organic Chemistry for Historically Marginalized Students via a Summer Preparatory Program |
|---|---|
| Language: | English |
| Authors: | Daniela Torres, Surya Pulukuri, Binyomin Abrams (ORCID |
| Source: | Journal of Chemical Education. 2023 100(9):3386-3392. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Organic Chemistry, Science Education, Summer Science Programs, Active Learning, Minority Group Students, Critical Race Theory, Science Achievement, Grade Point Average, Educational Benefits, STEM Education, Racism, Gender Bias, Social Bias |
| DOI: | 10.1021/acs.jchemed.3c00193 |
| ISSN: | 0021-9584 1938-1328 |
| Abstract: | OrgoPrep, a summer preparatory program integrating multiple active-learning elements (i.e., interactive videos with problem-solving and feedback, synchronous peer-led instruction, and collaborative work), was previously shown to improve academic outcomes in organic chemistry for all students. The present study examined how OrgoPrep differentially impacted students belonging to historically marginalized groups, including those identifying as women, Black, Hispanic, or first-generation as well as those classified as low-income. As a result of multifaceted systemic barriers, these students receive lower grades and leave STEM at higher rates compared to their peers, highlighting the need for equity-focused educational interventions. Drawing upon Quantitative Critical Race Theory, educational debts in organic chemistry owed by society were calculated for each marginalized group. As a result of participating in OrgoPrep, educational debts in GPA points were reduced or mitigated for nearly all marginalized groups, with the largest benefits seen in Black students. Disproportionately larger mitigative impacts on attrition-measured via drop, failure, and withdrawal (DFW) rates-were detected for nearly all marginalized groups. Specifically, debts in the DFW rate were reduced for women and low-income students and eliminated for Black and Hispanic students. These findings demonstrate that OrgoPrep can appreciably reduce educational debts due to racism and sexism with a mixed impact on debts due to classism. Similar supplementary programs may play a key role in mitigating the effects of racism, sexism, and classism in the STEM pipeline. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1444838 |
| Database: | ERIC |
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