Mitigating Educational Debts in Organic Chemistry for Historically Marginalized Students via a Summer Preparatory Program

Abstract

OrgoPrep, a summer preparatory program integrating multiple active-learning elements (i.e., interactive videos with problem-solving and feedback, synchronous peer-led instruction, and collaborative work), was previously shown to improve academic outcomes in organic chemistry for all students. The present study examined how OrgoPrep differentially impacted students belonging to historically marginalized groups, including those identifying as women, Black, Hispanic, or firstgeneration as well as those classified as low-income. As a result of multifaceted systemic barriers, these students receive lower grades and leave STEM at higher rates compared to their peers, highlighting the need for equity-focused educational interventions. Drawing upon Quantitative Critical Race Theory, educational debts in organic chemistry owed by society were calculated for each marginalized group. As a result of participating in OrgoPrep, educational debts in GPA points were reduced or mitigated for nearly all marginalized groups, with the largest benefits seen in Black students. Disproportionately larger mitigative impacts on attrition�measured via drop, failure, and withdrawal (DFW) rates�were detected for nearly all marginalized groups. Specifically, debts in the DFW rate were reduced for women and low-income students and eliminated for Black and Hispanic students. These findings demonstrate that OrgoPrep can appreciably reduce educational debts due to racism and sexism with a mixed impact on debts due to classism. Similar supplementary programs may play a key role in mitigating the effects of racism, sexism, and classism in the STEM pipeline.

Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses

“…Although stepping back into general chemistry was helpful for most students who had forgotten concepts or never developed a strong foundation, , it may not be necessary for high-performing students. Thus, the step back stage of the SBTE framework is likely integral for ameliorating gaps in performance between at-risk students and their counterparts …”

“…The step back, translate, and extend (SBTE) framework was designed by following principles of cognitive psychology and social cognitive theory to maximize knowledge transfer. OrgoPrep implemented this SBTE framework to specifically enhance transfer at the interface of general and organic chemistry, leading to cognitive (e.g., increased course performance, reduced attrition) and noncognitive (e.g., bolstered self-efficacy and attenuated anxiety) benefits. , The impacts of the SBTE framework in the context of OrgoPrep were further informed by student interviews; these findings are described in the following sections. Student demographics and responses to closed-ended questions are catalogued in Tables S1–S3.…”

“…When examining recognition, recall, and application, students frequently claimed that OrgoPrep prepared them for only a few introductory topics in organic chemistry. Nevertheless, the positive impacts of OrgoPrep on exam performance persisted undiminished throughout the semester . One student said, “I think in OrgoPrep, they drill that into that like you have to practice problems if you want to do well in this class”.…”

“…The central aim of this qualitative study was to characterize the impact of the OrgoPrep program, designed based on the step back, translate, and extend framework, on knowledge transfer and student self-efficacy. Prior quantitative studies have demonstrated that participating in OrgoPrep can result in improved course grades in organic chemistry, as well as enhanced self-efficacy and decreased anxiety. , To further investigate the relationship between the SBTE framework and these benefits via semistructured interviews, the following research questions were proposed: How did participating in OrgoPrep influence students’ knowledge transfer, in terms of recognition, recall, and application? How did participating in OrgoPrep influence students’ self-efficacy, in terms of mastery experiences, vicarious experiences, and social persuasions, as well as physiological and emotional state? …”

“…This capstone to each lesson further extends student understanding of the domain of organic chemistry and serves as a potent mastery experience. Complete details of the program design and delivery, as well as information on OrgoPrep mitigating educational debts for historically marginalized students, can be found in the original papers describing the OrgoPrep program.…”