Equitable and Inclusive Practices Designed to Reduce Equity Gaps in Undergraduate Chemistry Courses

Abstract

The adoption of equitable and inclusive teaching strategies in the undergraduate chemistry classroom is essential if equity gaps are to be minimized. Reducing these gaps will foster a diverse talent pool of future chemists to propel creativity and innovation. To cultivate an equitable and inclusive environment, instructors must engage in ongoing critical self-reflection, focus on students’ assets rather than deficits, create a relationship with the student as an individual, use best practices for engaging a diverse student population, and affirm students’ potential as scientists. Evidence-based strategies for successfully implementing transformation in the chemistry classroom and examples used in introductory chemistry courses are provided and discussed.