As chemists, we understand the importance of context – acidic vs. basic pH, nonpolar vs. polar. Our students also function and learn in a variety of contexts, some of them involving complex, ever-changing relationships. Whether a student or group of students should be viewed as disadvantaged can be profoundly influenced by context. Drawing on ideas from other presentations and comments in this symposium, this talk will look at what ideas we can use as we collectively work together to move forward in the goal of engaging ALL students in learning chemistry for “the benefit of Earth and its people."

Disadvantaged students: The view moving forward

249th National Meeting (2015)

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