Textbooks serve as an essential way for students to receive information and learn about the discipline of their choice. While the information produced in textbooks is emphasized, there is often a lack of attention given to the choice of images used and how it contributes to bias in the field of STEM (Science, Technology, Engineering, and Mathematics) education. While the visuals in textbooks are meant to communicate information to students to clarify ideas and encourage interest, generally, these images are not representative of the student population, leading to a possible lack of student development in coursework. The absence of science role models that look like students in the classroom hinders the formation of science identity. Science identity is when a person perceives themselves as a contributor to science and recognizes themselves as a scientist, an important aspect when explaining the narrow representation in STEM. In order to supplement existing literature by evaluating recent editions and conducting a more comprehensive review; a coding rubric was used, created based on previously published work, the general chemistry textbooks were analyzed through their videos, images, and texts. The results showed lack of representation of BIPOC and female historical figures, as well as an absence of LGBTQ+ inclusion. These results demonstrate the possibility of a negative impact on student success and retention in STEM courses.

Investigation of how individuals are represented in college general chemistry textbooks

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ACS Spring 2023

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