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Cited by 72Higher Education Research StudiesCareer Development and DiversityInnovative Teaching Methods

A new approach to supplementary instruction narrows achievement and affect gaps for underrepresented minorities, first-generation students, and women

Stanich, Cynthia A., Pelch, Michael A., Theobald, Elli J., Freeman, Scott·2018·Chemistry Education Research and Practice
DOI 10.1039/c8rp00044a
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Abstract

To help students who traditionally underperform in general chemistry, we created a supplementary instruction (SI) course and called it the STEM-Dawgs Workshops. These workshops are an extension of the Peer-led Team Learning (PLTL) SI. In addition to peer-facilitated problem-solving, we incorporated two components inspired by learning sciences: (1) training in research-based study skills, and (2) evidence-based interventions targeting psychological and emotional support. Here we use an explanatory mixed methods approach to measure the impact of the STEM-Dawgs Workshops, with a focus on four sub-populations that are historically underrepresented in Chemistry: underrepresented minorities, females, low-income students, and first-generation students. Specifically, we compared three groups of students in the same General Chemistry course: students in general chemistry and not the workshops (“Gen Chem students”), students in the workshops (“STEM-Dawgs”), and students who volunteered for the workshops but did not get in (“Volunteers”). We tested hypotheses with regression models and conducted a series of focus group interviews with STEM-Dawgs. Compared to the Gen Chem population, the STEM-Dawg and Volunteer populations were enriched with students in all four under-represented sub-populations. Compared to Volunteers, STEM-Dawgs had increased exam scores, sense of belonging, perception of relevance, self-efficacy, and emotional satisfaction about chemistry. URM STEM-Dawgs had lower fai…

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  • A general chemistry companion course that used psychological interventions to address belonging, stereotype threat, and other issues, combined with evidence-based study skills training and intensive peer-led group problem-solving, narrowed achievement gaps while controlling for self-selection bias.

    “a general chemistry companion course that used psychological interventions to address belonging, stereotype threat, and other issues, combined with evidence-based study skills training and intensive peer-led group problem-solving, narrowed achievement gaps while controlling for self-selection bias (16).”

    From Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020) · cites this paper as [16]

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Authors
Stanich, C. A., Pelch, M. A., Theobald, E. J., & Freeman, S.
Affiliations
University of Washington (US)
Corresponding author
Stanich, Cynthia A.
ORCID
Venue
Chemistry Education Research and Practice
Publisher
Royal Society of Chemistry (RSC)
Published
2018
Volume
19
Issue
3
Pages
846-866
ISSN
  • 1109-4028 (ISSN-L)
  • 1756-1108
DOI
10.1039/c8rp00044a
OpenAlex
W2803983302
Cited by
72
References
12
Citations by year
2026: 9 · 2025: 12 · 2024: 10 · 2023: 11 · 2022: 7 · 2021: 12 · 2020: 7 · 2019: 4
FWCI
18.65
Type
journal article
Language
en
Open access
closed
Licence
rsc.li/journals-terms-of-use (am, 507 d)
Locations
Chemistry Education Research and Practice (publishedVersion)
Funders
Howard Hughes Medical Institute (52008126)
Topics
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Safety Research › Career Development and Diversity
  • Social Sciences › Education › Innovative Teaching Methods
Keywords
supplemental instruction, general chemistry, underrepresented minorities, first-generation college students, women in chemistry, peer-led team learning, study skills, emotional and psychological support, sense of belonging, self-efficacy, achievement gap, low-income students, peer facilitators, course failure rates

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