Closing "Achievement Gaps" Between First-Generation and Continuing-Generation Students in College Chemistry (Poster 10)

• In Event: Attending to the Crevasse Between Equity- and Content-Oriented Goals in Science Teaching and Learning

Abstract

Objectives. We present our attempt to address “achievement gaps” in college chemistry education between first generation college (FGC) and continuing generation college (CGC) students. Building on an extensive published literature review, we designed and implemented an intervention in a general chemistry lecture course. Here, we share our intervention design and implementation process to add to conversation on bridging equity oriented and content centered learning goals.

Perspectives. FGC students constitute a third of the US undergraduate student body, but are widely shown to be underserved in college education. In particular, FGC students demonstrate higher rates of final letter grades, D, F, W, and I (Incomplete) in gateway chemistry courses compared to CGC students (Koch, 2017). While not many interventions have been conducted to specifically support FGC students in chemistry, our literature review suggested four different approaches to improve experiences and learning of historically minoritized students generally: 1) providing additional academic support, 2) using constructivist instructional practices 3) cultivating a welcoming classroom culture 4) reforming curricula to be more relevant to minoritized students (Authors & Colleague, 2021).

Data Sources and Methods. Our work started with reviewing 73 articles addressing diversity, equity, and inclusion in chemistry instruction published in the past 15 years in four major chemistry and science education journals (Authors & Colleague, 2021). We then developed an intervention design and implemented it in Fall 2022 at a large urban university where 40% of students are first generation. We implemented small group problem solving sessions, group quizzes, and a course advisory board comprised of students enrolled in the class. Throughout the semester, we collected field notes, video recordings of 9 group work sessions (online), and interviews of 7 students. We also analyzed institutional data to examine whether this course intervention narrowed existing achievement gaps between FGC and CGC students.

Results. During implementation of the intervention as suggested in the literature, we experienced two primary challenges. The first one was to translate all four approaches into practice. Reforming the curriculum itself (Approach 4) was difficult, since we had to prioritize what was considered a pre-requisite for advanced chemistry and tested in the exam. Second, we noticed that while individuals (faculty and students) generally agreed with the idea of providing equitable education, they were resistant to changing course structure. For instance, assessment in which group members receive the same grade based on group performance was not easily entertained.
Our data analysis revealed partial success vis-à-vis our objectives. FGC students we interviewed felt that the opportunity to work in small groups was beneficial, and our intervention indeed narrowed the gap between FGC and CGC students in terms of DFW rates. However, the overall percentage of students who received A/B was lower than other course sections. Overall, these outcomes suggest a tension between equity and content goals.

Significance. This poster will highlight perspectives on post-secondary education that presents different sets of opportunities and constraints from K-12 science education, encourage dialogue between these settings, and provide insights into the equity vs content crevasse.

Authors

• Minjung Ryu, University of Illinois at Chicago
  Presenting Author

• Roshni Bano, University of Illinois at Chicago
  Presenting Author