Formulation of the theory of equity in chemistry instruction

Abstract

This research focused on the development of a theory of equity related to chemistry instruction in higher education. While there has been a growing interest in promoting fairness within chemical education, a unified theory of equity in chemistry instruction has yet to be defined and established. Achieving equity in chemistry instruction requires addressing multiple factors. To explore this, Constructivist Grounded Theory along with reflexive Thematic Analysis were employed. In this case study, 42 chemistry classes were observed at two public universities in Colorado. Additionally, interviews were conducted with twelve undergraduate students, nine chemistry instructors, and nine equity practitioners recruited from five public universities in Colorado. Ten theoretical elements of equity were developed from a process of initial, focused, and theoretical coding of the collected data. These elements of equity, their interconnections, and their grounding in prior scholarship informed the formulation of the Theory of Equity in Chemistry Instruction. Herein, these concepts are presented alongside raw, verbatim data collected from participants. An equity observation protocol is provided which could be piloted in future studies to explore the transferability of this theory beyond Colorado. The elements of this theory provide both a conceptual contribution and a practical foundation for developing new instruments or guiding methodologies in ongoing research on equity in chemistry instruction.