TY - JOUR
T1 - ChemDiverse
T2 - A Chemistry Careers Activity Showcasing Diversity
AU - Velasquez, Sara T. R.
AU - Nimmo, Roslyn
AU - Pookayil, Teena
AU - Lydon, Christopher
AU - Willison, Debra
AU - Scott, Fraser
N1 - Funding Information:
The effort required to design, implement, and manage a project such as ChemDiverse is not insubstantial and may not be possible within the workloads of those interested in doing so. We note that the ChemDiverse project was funded by external funds to our institution through the Royal Society of Chemistry (RSC) Outreach fund. This enabled two student interns and a research assistant to provide administrative support and data analysis support, respectively, lowering the effort barrier and increasing the perceived impact of the project to our institution.
Publisher Copyright:
© 2023 The Authors. Published by American Chemical Society and Division of Chemical Education, Inc.
PY - 2023/10/10
Y1 - 2023/10/10
N2 - Women, ethnic minority, and less affluent groups are widely underrepresented in chemistry, a problem that is observed at all levels but begins before college matriculation takes place. The importance of representation and humanization of scientists is crucial. Despite limited progress over recent decades, poor visibility of role models from underrepresented groups remains problematic, emphasizing the importance of initiatives to positively introduce them in classroom settings. Through profiles of underrepresented “success stories” from academia and industry, the ChemDiverse project was developed to encourage underrepresented groups to pursue the chemical sciences at higher education levels by providing teachers with an easy and structured way of encouraging Scottish high school students into science, technology, engineering, and mathematics (STEM). Based on survey feedback from teachers at participating schools, it is a well-formulated project that is easy to implement within the context of the Scottish Curriculum for Excellence.
AB - Women, ethnic minority, and less affluent groups are widely underrepresented in chemistry, a problem that is observed at all levels but begins before college matriculation takes place. The importance of representation and humanization of scientists is crucial. Despite limited progress over recent decades, poor visibility of role models from underrepresented groups remains problematic, emphasizing the importance of initiatives to positively introduce them in classroom settings. Through profiles of underrepresented “success stories” from academia and industry, the ChemDiverse project was developed to encourage underrepresented groups to pursue the chemical sciences at higher education levels by providing teachers with an easy and structured way of encouraging Scottish high school students into science, technology, engineering, and mathematics (STEM). Based on survey feedback from teachers at participating schools, it is a well-formulated project that is easy to implement within the context of the Scottish Curriculum for Excellence.
U2 - 10.1021/acs.jchemed.3c00355
DO - 10.1021/acs.jchemed.3c00355
M3 - Article
SN - 0021-9584
VL - 100
SP - 3881
EP - 3887
JO - Journal of chemical education
JF - Journal of chemical education
IS - 10
ER -
