EDUCATIONAL DISPOSSESSION AND RE-ENVISIONING EQUITABLE FUTURES: HOW MARGINALIZED STUDENTS INTERNALIZE, RESIST, OR DEFY EXPECTATIONS OF A FLIPPED CLASSROOM IN GENERAL CHEMISTRY
Abstract/Contents
- Abstract
- Research demonstrates that STEM education before college often excludes members of marginalized communities, including female , ethnic- and racial-minoritized, first-generation college, and low socioeconomic status students. The same pattern continues in college, where introductory STEM courses act as gateways into careers in STEM and medicine. As reforms in introductory STEM classes focus on academic outcomes, they miss key insights about students’ experiences, particularly students’ psychological character. Using grounded theory and narrative inquiry, this research will center the voices of marginalized students. Evaluating fifty-seven interviews with students of various backgrounds, this paper argues that the implementation of the flipped classroom in the introductory chemistry series prevents the success of students with medium to low incoming preparation in chemistry. Inaccessible pedagogical practices such as speed learning, assessing primarily problem solving on exams, and a lack of transparency create academic and psychological vulnerabilities in students that lead to long-term lowered confidence and belonging. As the series acts as a gateway for marginalized students, their life trajectories are most affected by their experience, either positive or negative, in the series. By closing doors of opportunity for students, we fail to uphold equity and uplift student agency. Therefore, issues of equity and access must be addressed at the pedagogical level to create a more inclusive pipeline into STEM and medicine at Stanford and beyond.
Description
| Type of resource | text |
|---|---|
| Date created | June 2, 2022 |
| Date modified | December 5, 2022 |
| Publication date | June 7, 2022; June 3, 2022 |
Creators/Contributors
| Author | Chapman, Natalie |
|---|
Subjects
| Subject | Equity in STEM |
|---|---|
| Subject | Education, Higher |
| Subject | Active learning |
| Subject | Flipped classrooms |
| Subject | Chemistry education |
| Genre | Text |
| Genre | Thesis |
Bibliographic information
| Related item |
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|---|---|
| DOI | https://doi.org/10.25740/wk756wj1767 |
| Location | https://purl.stanford.edu/wk756wj1767 |
Access conditions
- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).
Preferred citation
- Preferred citation
- Chapman, N. (2022). EDUCATIONAL DISPOSSESSION AND RE-ENVISIONING EQUITABLE FUTURES: HOW MARGINALIZED STUDENTS INTERNALIZE, RESIST, OR DEFY EXPECTATIONS OF A FLIPPED CLASSROOM IN GENERAL CHEMISTRY. Stanford Digital Repository. Available at https://purl.stanford.edu/wk756wj1767
Collection
Undergraduate Honors Theses, Graduate School of Education
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- Contact
- natcmc@stanford.edu
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