scholarly journals Chemistry and Racism: A Special Topics Course for Students Taking General Chemistry at Barnard College in Fall 2020

Author(s):  
Lauren Babb ◽  
Rachel Austin

Science education research has shown that systemic racism, microaggressions, and unwelcoming or unsupportive climates disproportionally impact the ability of some individuals to flourish in chemistry. In order to help students taking general chemistry learn about the impact of systemic racism in chemistry and to provide them with a venue to discuss this issue, a special seminar-style course was created. This relatively low intensity course successfully created a space for intense conversation, reflection, increased understanding of some of the aspects of racism in chemistry, and the impetus for institutional change. A description of the course, along with student opinions, and co-facilitator reflections, are presented.

2021 ◽  
Author(s):  
Lauren Babb ◽  
Rachel Austin

Science education research has shown that systemic racism, microaggressions, and unwelcoming or unsupportive climates disproportionally impact the ability of some individuals to flourish in chemistry. In order to help students taking general chemistry learn about the impact of systemic racism in chemistry and to provide them with a venue to discuss this issue, a special seminar-style course was created. This relatively low intensity course successfully created a space for intense conversation, reflection, increased understanding of some of the aspects of racism in chemistry, and the impetus for institutional change. A description of the course, along with student opinions, and co-facilitator reflections, are presented.


2012 ◽  
Vol 43 (1) ◽  
pp. 110-118
Author(s):  
Sebastian Szyjka

This essay offers several insights regarding the principles of qualitative and quantitative methods, defining how they shape the empirical process as well as knowledge acquisition in social science research. A comprehensive discussion includes comparing the assumptions and techniques of each paradigm, as well as a description of their respective strengths and weaknesses in research. These paradigms are examined in terms of past trends in science education research, indicating that over the last several decades a shift in approach from the quantitative to qualitative has occurred. The central thesis of the essay contends that methodological decisions should be based in pragmatism, rather than a pre-existent set of philosophies or beliefs irrespective of context. Implications for research are discussed in terms of the findings of several science education content analysis studies, conveying that research methods often coincide with the collective interest of the masses, policy, educational reform or program developments. Key words: paradigm decisions, qualitative research, quantitative research, science education, trends.


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