Studies have shown college students from racial minorities pursuing science have trouble seeing themselves as scientists.
Justin Carmel, an assistant professor of chemistry and biochemistry focuses his research on student experiences in chemistry laboratory courses as it relates to their use and understanding of scientific practices. He investigates how students’ identities influence their success in the chemistry program.
He also uses Zahra Hazari’s science education research to use survey tools and interviews on these students. As a professor in the Department of Teaching and Learning and the STEM Transformation Institute, Hazari’s research focuses on reforming physics learning environments in an effort to improve critical educational outcomes for under-represented groups in physics, especially women.
These frameworks have helped in explaining gender differences and are providing critical insight into understanding how to inspire and engage students’ science identity.
Read the full article by Claire L. Jarvis in Chemical & Engineering News.
