As a Hispanic chemistry teacher with 25 years of experience ranging from high school to graduate school, I’ve had the privilege (and sometimes the challenge) of watching the educational landscape evolve. Over the years, I’ve seen firsthand how disparities in resources and a lack of diversity in role models can shape students’ opportunities in STEM fields, particularly in chemistry. According to the 2023 Report on Diversity and STEM published by the National Science Foundation (NSF), “Hispanic workers represented 15% of the total STEM workforce in 2021, and Asian and Black workers were 10% and 9%, respectively. American Indians and Alaska Natives together made up less than 1% of the U.S. population and STEM workforce in 2021.”¹ 

The stakes are high. For example, Aish and Asare, engineering professors at Bucknell University, argue that research has consistently suggested that “students who have race and gender matched role models are shown to have higher academic achievement than students with no role models or unmatched ones. Thus, the absence of role models for minority students, both in general and more specifically role models like them, is believed to limit their future success. In STEM disciplines in particular, minority participation rates lag significantly behind White and Asian Americans. This means that for underrepresented students in STEM, the pool of plausible professional role models is even more limited.”³

Let’s explore these issues and discuss why addressing them is crucial for the future of our students and the advancement of science.

My journey through the world of chemistry education

When I first started teaching chemistry in southern Florida a quarter-century ago, I was enthusiastic and full of ideas. I loved the subject and wanted to share that passion with my students. However, as I began teaching, I quickly noticed something troubling: there were glaring gaps in the resources available to my students, especially those from minority backgrounds.

In many high schools I visited in my capacity as a science teacher mentor early in my career, particularly those in underfunded districts, the situation was grim. Labs were outdated, textbooks were worn, and the materials for hands-on experiments were often missing or broken. It wasn’t uncommon for students to learn about chemical reactions from outdated videos rather than experiencing them firsthand.

In minority-underrepresented chemistry education, I’ve encountered numerous challenges, such as inadequate resources and a lack of representation in both materials and curriculum. These disparities not only limit students’ hands-on learning experiences, but also shape their perceptions of science education, making it feel exclusive and unattainable. Consequently, this fosters a disinterest in STEM fields, as many students struggle to envision themselves in careers that seem distant or disconnected from their own experiences.

The resource gap in chemistry education

One major issue is the lack of adequate educational resources for teaching chemistry. According to the NSF, there’s a significant disparity in science resources between schools in affluent neighborhoods and those in low-income areas.⁴ Supporting that observation is a 2024 report⁵ presenting data on the disparities in funding in US schools and highlighting the differences in funding for low-poverty and high-poverty school districts, as shown in Figure 2.

Another example of this discrepancy is a study by the Education Trust, which found that schools serving higher percentages of minority students often have fewer resources, including outdated lab equipment and insufficient learning materials.⁶

This inequality can lead to a lack of fundamental understanding of scientific concepts, which directly affects students’ performance in advanced courses. A key part of this issue is that without proper equipment and up-to-date materials, students miss out on critical hands-on experiences that are essential for learning chemistry. According to a 2017 article in Education Week,⁷ “students attending high-poverty schools tend to have fewer science materials, fewer opportunities, and less access to the most rigorous mathematics classes, like calculus and physics, than students attending low-poverty schools, a new analysis points out. That means that they’re less likely to encounter real-world problem-solving that characterizes advanced work in those fields—as well as the most rigorous content that serves as a benchmark for beginning college majors or minors in those fields.”

Another impact of the discrepancy is on students’ involvement in doing hands-on science. According to the U.S. Department of Education National Assessment of Educational Progress Science Assessment⁸, schools where the poverty rate among students is less than 25%, 61% of students do hands-on science activities at least once a week. But in schools where the poverty rate is greater than 75%, only 47% of students do so.

Experiments and labs are not just fun activities, but are integral components of science education that help students understand theoretical concepts and develop practical skills.⁹ When these opportunities are missing, it limits students’ ability to engage deeply with the subject and prepare for more advanced studies. In my opinion, hands-on experiences in the sciences are a necessity that requires much more preparation and planning.

Empowering science education

Addressing funding and diversity shortages in science classrooms requires teachers to adopt practical and sustainable solutions. One effective approach is to integrate project-based learning (PBL) with community resources. By designing projects that involve local organizations, businesses, and universities, teachers can create enriching experiences that enhance students’ understanding of scientific concepts while also securing additional resources. For example, partnering with a local university might allow students to engage in real-world research projects or access advanced laboratory equipment that their own school lacks.¹⁰ Additionally, teachers can apply for grants or utilize crowdfunding platforms like DonorsChoose or GoFundMe to fund specific classroom projects or purchase necessary materials, allowing them to creatively circumvent budget constraints.

To promote diversity, educators can implement culturally-relevant pedagogy by incorporating diverse scientific contributions and perspectives into their curriculum. This could involve highlighting scientists from various backgrounds and connecting science content to students’ cultural experiences.¹¹ Teachers can also create an inclusive classroom environment by fostering collaboration among students of different backgrounds, encouraging peer mentoring, and ensuring that all students feel valued and heard. By employing differentiated instruction strategies such as tiered assignments and varied assessment methods, teachers can cater to the diverse learning needs and interests of their students, thus enhancing engagement and retention in science subjects.¹² Collectively, these strategies not only help bridge gaps in funding and diversity, but also empower teachers to create a more equitable science education environment.

The minority teacher shortage: a barrier to inspiration

Another significant challenge is the shortage of minority teachers in the field of chemistry. Based on my work in diverse educational settings, such as the National Science and Math Initiative, as a teacher mentor serving in Southeastern states, and as an Advanced Placement Reader in Chemistry, I’ve observed that students benefit immensely from seeing role models who look like them. Unfortunately, the representation of minority teachers in STEM fields, including chemistry, is still very low.

ACS reports that while there has been progress, minority groups remain underrepresented in the teaching profession, particularly in high school science subjects.¹³ This shortage not only affects students’ day-to-day learning experience, but also impacts their long-term academic and career aspirations. A 2017 study¹⁴ found that students of color who have minority teachers are more likely to pursue and succeed in STEM careers. This connection underscores the importance of having diverse educators who can provide not just instruction but also inspiration.

How diversity issues can limit student opportunities

The lack of resources and minority teachers creates a cascading effect that limits students’ opportunities in STEM. When students from underrepresented backgrounds do not have access to quality chemistry education, they are less likely to excel in these subjects. This underachievement can prevent them from pursuing advanced coursework in high school, which in turn affects their chances of being admitted to competitive college programs in STEM fields.

For instance, a student who struggles through a poorly-resourced chemistry course is less likely to take AP chemistry or consider a college major in a STEM field.¹⁵ Furthermore, the absence of minority teachers can contribute to a lack of motivation and support for students who might benefit from seeing someone who has walked a similar path.¹⁶

To enhance the educational experience for minority students in chemistry, teachers can seek out minority guest speakers from local universities or industries, providing relatable role models and real-world applications of science. Partnering with community organizations can also facilitate access to resources and support, while actively involving parents in the educational process fosters a sense of investment and encouragement. Additionally, exploring grant writing opportunities can secure funding for materials and hands-on experiments, creating a more enriched and inclusive learning environment.

The importance of equality in resources and opportunities

Addressing these disparities is not just about improving the situation for individual students—it’s about benefiting society as a whole. Chemistry is a foundational science that contributes to numerous fields, including medicine, environmental science, and engineering. By ensuring that all students have access to quality chemistry education, we are preparing the next generation of scientists and engineers who will tackle some of the world’s most pressing challenges.

The broader societal benefits of equal access to STEM education are immense. According to a report by the National Academy of Sciences,¹⁷ increasing diversity in STEM fields leads to more innovative solutions and a greater range of perspectives. When we invest in all students, regardless of their background, we’re not just helping individuals—we’re advancing the entire field of science and improving the future for everyone.

How can we improve the situation?

So, what can we do to address these challenges? Here are a few suggestions, based on my teaching experience and the current research:

1. Increase Funding for Schools: Government and private sector initiatives should focus on providing more funding for schools, particularly those in underfunded districts. This includes updating lab equipment, purchasing new textbooks, and supporting hands-on learning experiences.¹⁸
2. Support Minority Teacher Recruitment: We need targeted efforts to recruit and retain minority teachers in STEM fields. This can include scholarships for aspiring minority teachers, mentoring programs, and professional development opportunities.¹⁹
3. Develop Community Partnerships: Schools can form partnerships with local universities, businesses, and community organizations to create additional opportunities for students, such as lab tours, internships, and guest lectures.²⁰
4. Promote STEM Awareness Early On: It’s crucial to start introducing students to STEM careers at a young age. Programs that engage elementary and middle school students in science can spark an interest in chemistry and other STEM fields before high school.²¹

To conclude, I would like to add that in my 25 years of teaching chemistry, I have seen how the lack of resources and the shortage of minority teachers can hinder students’ educational experiences and limit their future opportunities in STEM fields. These issues are not just local or isolated—they are truly national problems that affect the future of science education and innovation in the United States. By addressing these disparities, we can ensure that all students, regardless of socioeconomic and ethnic background, are given equal opportunity to explore the wonders of chemistry and other STEM disciplines.

Investing in educational resources, supporting minority teachers, and fostering a culture of inclusion will not only benefit individual students but also advance the field of chemistry and science overall. Let’s work together to make a difference and ensure that every student has the chance to reach their full potential. After all, the future of science—and the future of our world—depends on it.

References

¹The State of U.S. Science & Engineering 2020; National Science Board. Available at https://www.nsf.gov/pubs/2020/nsb20201/nsb20201.pdf (accessed Oct 30, 2024).

²Diversity and STEM: Women, Minorities, and Persons with Disabilities 2023. National Center for Science and Engineering Statistics. Available at https://ncses.nsf.gov/pubs/nsf23315/report (accessed Oct 30, 2024).

³Aish, N.; Asare, P. In People like me increasing likelihood of success for underrepresented minorities in STEM by providing realistic and relatable role models, Proceedings of the 2017 IEEE Frontiers in Education Conference, Indianapolis, IN, Oct 18–21, 2017; pp. 1-4. Available at doi:10.1109/FIE.2017.8190454 (accessed Oct 30, 2024).

⁴The State of U.S. Science & Engineering 2024; National Science Board. Available at https://www.nsf.gov/statistics/indicators/ (accessed Oct 30, 2024).

⁵Baker, B.; DiCarlo, A; Weber, M. The Adequacy and Fairness of State School Systems. Albert Shanker Institute, University of Miami School of Education and Human Development, and Rutgers Graduate School of Education, 2024. Available at https://www.schoolfinancedata.org/wp-content/uploads/2024/02/SFID2024_annualreport.pdf (accessed Oct 30, 2024).

⁶Morgan, I.; Amerikaner, A. “Funding Gaps 2018” Blog post on EdTrust.org. Available at https://edtrust.org/resource/funding-gaps/ (accessed Oct 30, 2024).

⁷Sawchuck, S. “Stem Deserts in the Poorest Schools: How Can We Fix Them?” Blog post on Education Week website. Available at https://www.edweek.org/teaching-learning/stem-deserts-in-the-poorest-schools-how-can-we-fix-them/2017/07 (accessed Oct 30, 2024).

⁸U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Science Assessment. Available at https://www.nationsreportcard.gov/science_2015/

⁹Hofstein, A.; Kind, V. (2012). Effective science teaching for high-need students. Science Education, 96(2), 266-285. Available at https://link.springer.com/chapter/10.1007/978-1-4020-9041-7_15 (accessed Nov 5, 2024).

¹⁰Blumenfeld, P. C.; Soloway, E.; Marx, R. W.; Krajcik, J. S.; Guzdial, M.; Palincsar, A. Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist. 1991, 26(3-4), 369-392.

¹¹Ladson-Billings, G. The Dreamkeepers: Successful Teachers of African American Children. 1994, Jossey-Bass.

¹²Tomlinson, C. A. How to Differentiate Instruction in Mixed-Ability Classrooms, 3^rd Edition. ASCD: Alexandria, VA, 2001. Available at https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/HowtoDifferentiateInstructioninAcademicallyDiverseClassrooms-3rdEd.pdf (accessed Oct 30, 2024).

¹³Lagowski, J. J. Science in the National Interest. Journal of Chemical Education. 2004, 71 (11), 905. Available at https://pubs.acs.org/doi/epdf/10.1021/ed071p905?ref=article_openPDF (accessed Nov 5, 2024).

¹⁴Ingersoll, R. M. Teacher Turnover and Teacher Shortages: An Organizational Analysis. American Educational Research Journal. 2001, 38(3), 499-534. Available at https://journals.sagepub.com/doi/10.3102/00028312038003499 (accessed Nov 5, 2024).

¹⁵Falk, J. H.; Dierking, L. D. The 95% solution: School is not where most Americans learn most of their science. American Scientist. 2010, 98(6), 486-493. Available at https://www.americanscientist.org/article/the-95-percent-solution (accessed Nov 5, 2024).

¹⁶Villegas, A. M.; Lucas, T. Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 2002, 53(1), 20–32.

¹⁷National Academy of Sciences, Engineering, and Medicine. Minority Serving Institutions: America’s Underutilized Resource for Strengthening the STEM Workforce; National Academies Press: Washington, D.C., 2019.

¹⁸Banilower E.R., Understanding the Big Picture for Science Teacher Education: The 2018 NSSME+, Journal of Science Teacher Education, 2019, 30:3, 201-208. Available at: https://doi.org/10.1080/1046560X.2019.1591920

¹⁹Hollins, E. R. Teacher preparation for quality teaching. Teaching Education, 2011, 22(1), 27-39. Available at https://doi.org/10.1080/10476210.2011.538411 (accessed Oct 30, 2024).

²⁰Roth, W.-M.; Lee, S. Science education as/for participation in the community. Science Education, 2004, 88(2), 263-291. Available at https://doi.org/10.1002/sce.10113 (accessed Nov 5, 2024).

²¹Milner, A. R.; Sondergeld, T. A.; Demir, A.; Johnson, C. C.; Czerniak, C. M. Elementary Teachers’ Beliefs About Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science. Journal of Science Teacher Education. 2012, 23(2), 111–132. Available at https://doi.org/10.1007/s10972-011-9230-7 (accessed Nov 5, 2024).