Summer Science Academy in Chemistry as a Gateway to STEM for Matriculating First-Generation and Other Underrepresented Students

• Published in: Journal of chemical education Vol. 99; no. 2; pp. 759 - 767
• Main Author: Zhao, Meishan
• Format: Journal Article
• Language: English
• Published: Easton American Chemical Society and Division of Chemical Education, Inc 08-02-2022; Division of Chemical Education, Inc; American Chemical Society
• Subjects: Academic achievement; At Risk Students; Careers; Chemistry; College Readiness; College students; Colleges & universities; Disproportionate Representation; Feedback; First Generation College Students; Knowledge bases (artificial intelligence); Knowledge Level; School Safety; Science education; STEM Education; Student Attitudes; Student Diversity; Student School Relationship; Students; Summer Programs; Technical education; Illinois (Chicago); United States > US; Chicago Illinois; Inquiry-Based Learning; First-Generation College Students; Underrepresented Student Groups; Classroom Competition; Imposter Feelings; Community Building; Student-Centered Learning; Minorities in Chemistry; Diversity; First-Year College Students; Collaborative Learning; Incoming College Students
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.1c00950

We report a program for a summer science academy in chemistry, a section of the Chicago Academic Achievement Program (CAAP) at the University of Chicago, as a gateway to STEM for incoming first-generation students and other underrepresented student groups. Our program emphasized diversity in classrooms, students’ psychological safety and a sense of belonging to STEM, increased knowledge base, and overall college readiness. On the basis of feedback from participating students, the reported summer science academy in chemistry successfully prepared and motivated the CAAP scholars toward a STEM career direction.