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As the field of chemistry continues to attract more women and ethnic minorities, major changes need to be done with course structure and curriculum in order to be more inclusive. For students, research shows that different learning strategies such as self-regulated learning, peer-led team learning, and collaborative learning can all benefit a diverse population. Changing the language and structure of course syllabi and classroom practices as well as incorporating feminist pedagogy can alleviate gender bias. The articles below contain more specific strategies for instructors.
Faculty can also benefit from cultural diversity and inclusion practices. Mentoring and training for female chemists can help create a safer environment. Literature from the social sciences can be used to demonstrate effective leadership and successful organizations, and it places an emphasis on the advantage of social networks for faculty. The use of data to develop and change programs along with organizational culture can also create better environments for faculty who in turn can create inclusive environments in their classrooms.
Stockard, Jean, and Priscilla A. Lewis. "Strategies to Support Women in the Academic Physical Sciences: Reflections on Experiences and Efforts." NASPA Journal About Women in Higher Education 6.2 (2013): 212-230.
Lopez, E. J., Nandagopal, K., Shavelson, R. J., Szu, E., & Penn, J. (2013). Self‐regulated learning study strategies and academic performance in undergraduate organic chemistry: An investigation examining ethnically diverse students. Journal of Research in Science Teaching, 50(6), 660-676. doi:10.1002/tea.21095
Hughes, Gwyneth. "Marginalization of socioscientific material in science–technology–society science curricula: Some implications for gender inclusivity and curriculum reform." Journal of Research in Science Teaching 37.5 (2000): 426-440.
Middlecamp, C., & Subramaniam, B. (1999). What is feminist pedagogy? useful ideas for teaching chemistry. Journal of Chemical Education, 76(4), 520-525
Snyder, J. J., J. D. Sloane, R. D. P. Dunk, and J. R. Wiles. 2016. "Peer-Led Team Learning Helps Minority Students Succeed." Plos Biology 14 (3). doi: 10.1371/journal.pbio.1002398
Smalley, A. L. E. 2014. "Essay writing in the chemistry classroom to enhance learning, promote diverse viewpoints, and raise awareness of social issues affected by chemistry." Abstracts of Papers of the American Chemical Society 247. (Request article through InterLibrary Loan)
Peters, A. W. 2005. "Teaching biochemistry at a minority-serving institution: An evaluation of the role of collaborative learning as a tool for science mastery." Journal of Chemical Education 82 (4):571-574.