Insights Gained into Marginalized Students Access Challenges During the COVID-19 Academic Response-Reference-Cited by-同舟云学术

Insights Gained into Marginalized Students Access Challenges During the COVID-19 Academic Response

Published:2020-08-17 Issue:9 Volume:97 Page:3391-3395
ISSN:0021-9584
Container-title:Journal of Chemical Education
language:en
Short-container-title:J. Chem. Educ.

Author:

Kimble-Hill Ann C.¹^ORCID,Rivera-Figueroa Armando²,Chan Benny C.³^ORCID,Lawal Wasiu A.⁴,Gonzalez Sheryl⁵,Adams Michael R.⁶,Heard George L.⁷,Gazley J. Lynn⁸,Fiore-Walker Benjamin⁹

Affiliation:

1. Department of Biochemistry and Molecular Biology, Indiana University Purdue University Indianapolis, Indianapolis, Indiana 46202, United States;

2. Economic Development and Workforce Education, Los Angeles City College, Los Angeles, California 90029, United States;

3. Department of Chemistry, The College of New Jersey, Ewing New Jersey 08628, United States;

4. Central Piedmont Community College, Charlotte, North Carolina 28235, United States

5. Indiana Latino Institute Leadership Circle, Indianapolis, Indiana 46202, United States

6. Department of Chemistry, Xavier University of Louisiana, New Orleans, Louisiana 70125, United States

7. Department of Chemistry, University of North Carolina-Asheville, Asheville, North Carolina 28804, United States

8. Department of Sociology and Anthropology, The College of New Jersey, Ewing, New Jersey 08628, United States

9. Department of Diversity Programs, American Chemical Society, Washington, D.C. 20036, United States

Publisher

American Chemical Society (ACS)

Subject

Education,General Chemistry

Link

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.0c00774

Reference30 articles.

1. “We Do Science Here”: Underrepresented Students’ Interactions with Faculty in Different College Contexts

2. Ruddick, K. W. Improving chemical education from high school to college using a more hands-on approach. Ph.D. Thesis, The University of Memphis, 2012.

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