As a gateway to STEM, Chemistry Education Research (CER) has a moral imperative to progress toward more equitable student engagement with the sciences. While efforts to reform classrooms are ongoing, quantitative methods used in research can further propagate the marginalization and minoritization of specific student groups.

Abstract: Numerous studies have pointed to the “chilly classroom climate” experienced by some groups of students in higher education, particularly in the science and engineering classroom. While there has been recent effort to help instructors and institutions examine biases and decrease threats present in these environments, much less attention has been given on how to affirm and validate students. Education is largely a relational process and applying a caring pedagogy in the classroom can go far to help students feel that they belong. In this seminar/workshop, Prof.