Impact Assessment of an Affirmative Action to Promote Diversity, Equity, Inclusion, and Respect in Brazilian Chemistry during the COVID-19 Pandemic

Abstract

In December 2019, the institutional affirmative action "Onde elas estaõ?" ("Where are they?") was launched for the mitigation of gender inequality in the STEM disciplines in Brazil, coincidentally in the same period which the first reports of the COVID-19 pandemic appeared in the city of Wuhan, China. Unfortunately, when evaluating the initiative through different approaches belonging to the Diversity, Equity, Inclusion, and Respect (DEIR) theories, the presence of implicit biases and the invisibility of underrepresented minorities was observed. Approximately 77.5% of the female scientists participating in the initiative were white and belonging to the wealthiest regions (75%) and with the greatest contribution to Brazil's Gross Domestic Product (GDP). On the other hand, Black, Indigenous, and Asian female chemists were not identified, nor were female chemists belonging to the North Region (Brazilian Amazon Region). The DEIR practice "Onde elas estaõ?" has an important role in the dissemination of highly qualified Brazilian female chemists and provides an important source of engagement and sense of community for future generations of female students to avoid abandoning STEM subjects. However, adjustments are needed that take into account greater Diversity, Inclusion, Equity, and Respect.

Leveraging Student–Faculty–Staff Partnerships to Implement Inclusive Curricular Reform in Chemistry Education

“…Over the years, colleges and universities have taken various approaches to better understand and meet the needs of students with marginalized or underrepresented socioeconomic and cultural identities. − Despite efforts to diversify faculty and student populations, representation remains a primary issue outside of historically Black colleges and universities (HBCUs). − Observable changes in racial diversity may contribute to an increased sense of belonging and student satisfaction, but some experiences of exclusion and marginalization cannot be redressed by institution-wide policies. ,− Students arrive on campus already carrying adverse childhood experiences, varying access to educational opportunities, and unpredictable prior relationships with academic mentors. ,,, These factors are known to affect student self-efficacy and, subsequently, students’ likelihood of success in higher education. Mainstream acknowledgment of the impact of these factors is supported by the shift away from SAT, ACT, and other standardized exams as predictors of student collegiate success. − Harmful experiences for marginalized students, staff, and faculty also persist on our campuses, including experiences of tokenization, microaggressions, − race-lighting, , and other covert forms of racism.…”

Incorporation of a Virtual Proteomics Module into the Undergraduate Analytical Curriculum

“…The overall goal of this study was to design an introductory virtual proteomics module for undergraduate Analytical Chemistry students that would demonstrate the complete process of proteomics experiments (from sample preparation to data analysis) and could be implemented into the Analytical Chemistry curriculum in one class period by non-proteomics experts. The concept for this module was born out of a need to host virtual laboratories at the end of Fall 2020 due to the COVID-19 pandemic, a predicament faced by analytical faculty across the country − and world. − Inspired by VMSL tools and the proteomics expertise of laboratories here at Vanderbilt University, we were challenged to take an interesting and relevant application and simplify it for an undergraduate course. The authors saw a unique opportunity to create a proteomics module to serve an immediate need while mapping a longer-term integration of the material into the analytical curriculum.…”

Didactic Strategy for the Teaching of Isotope Mixing Models for Stable Isotopes Relevant to Biogeochemistry Based on the Analogy with Color Composition

“…The teaching of color mixing occurs globally in primary education, which makes it a familiar analog domain for almost all students worldwide. Furthermore, the recent pandemic crisis period affected society in several areas, including education, − with the interruption of presential academic activities and increasing demand for distance learning . Hensen and Barbera show that virtual activities might decrease student’s emotional satisfaction and intellectual accessibility; however, it was also noted that teaching assistance may be more influential than specific locations.…”