STEM-related jobs are often perceived as prestigious and are well compensated, yet there is a persistent shortage of trained STEM professionals. Perhaps relatedly, individuals from historically underrepresented diversity groups (e.g., women, BIPOC, neuro-diverse, and first generation students) continue to face barriers participating and persisting in STEM disciplines. Emerging evidence indicates that students can be supported in STEM persistence through the development of a strong STEM self-identity. STEM self-identity is encouraged through a sense of belonging and academic achievement in STEM. A mechanism to support STEM self-identity may be via group-work. Students who engage in effective group-work form strong connections with other students and perform better on STEM exams. Of concern, however, students from historically excluded groups may experience group-work as more challenging for a myriad of historical and interpersonal reasons. Our goal, therefore, is to explore the distinct ways students of different demographics may feel about working in groups, with lab partners, and how they would prefer such experiences to be structured. This presentation will describe the survey and interview data from an introductory chemistry sequence that explores how students feel group-work experiences can be designed to best support the diverse range of students enrolled in STEM gateway courses.

Belonging through group-work: Designing experiences that engage diverse students in STEM gateway courses

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.