Where Does CER Stand on Diversity, Equity, and Inclusion? Insights from a Literature Review

Abstract

In the wake of the ongoing nationwide antiracist movement, the academy at large has been reflecting on its role in society and the pursuit of social justice. Here, we examine the state of diversity, equity, and inclusion (DEI) in chemistry education research and practice through a literature review and offer suggestions for future directions. Through a keyword search in four leading journals in chemistry and science education, we chose to review 73 articles with DEI-relevant research foci. Through quantitative analysis, we noticed that there has been a recent increase in DEI-focused studies and that most studies have been conducted at precollege and college levels. We also performed qualitative analysis in order to identify common themes across reviewed articles. On the basis of this analysis, we organized our findings into four sections: the rationale for advancing DEI, the current state of DEI, prevalent explanations of existing inequities, and strategies for advancing DEI. The literature indicates that the state of DEI has improved considerably over the years, particularly in terms of the numbers and achievements of women and historically minoritized groups. These improvements may be driven by widespread research in and embracement of novel pedagogical approaches that enhance students’ academic outcomes and classroom culture. However, we also noticed areas with scope for improvement. We make suggestions to continue this hard-won progress: expanding research in less studied contexts, holistic reform approaches across institutional levels, and justice- and relevance-oriented curricular reforms. We also urge the Chemistry Education Research (CER) community to reconceptualize frameworks for equity and diversity to move beyond increasing the numbers of people from minoritized groups.

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