How does representation and perception shape our views on scientists? As we create spaces for historically marginalized populations in Chemistry Education, we reflect on the voices and narratives of scientists to document effective practices that create a more justice-centered inclusive approach to teaching pedagogies. Highlighting a diversity of viewpoints centered around gender, racial/ethnic, LGBTQIA+, and socio-economic backgrounds, we critique the ideas of what a scientist looks like by drawing on counter-narratives through a qualitative approach.  Utilizing a narrative inquiry approach with concepts of grounded theory, I document the narratives and lived experiences of students in their chemistry courses. Based on interviews, I examine regional differences as well as document different experiences that exist on public, private, charter, and religious schools. Through an analysis of oral interviews, a qualitative approach was taken to account the experiences of science students. I hope to identify effective ways to create a more inclusive science world through this continued conversation that occur in teacher preparation programs and higher education through the re(imagination) of scientists.

Representation in STEM: Re(Imagining) the definition of a scientist

Where thousands of chemistry professionals meet to share ideas and advance scientific and technical knowledge. Spring 2023 abstracts, posters, and presentations will launch at the end of March.

ACS Spring 2023

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.