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Chemistry education has historically been taught through the lens of the dominant culture, translating to chemistry curriculum that do not incorporate alternative ways of knowing. As a result, many non-majority students find classroom material to be separate from what they experience in their daily lives. This separation makes it difficult for non-majority students to relate to what is taught in the classroom. Culturally relevant education aims to integrate students’ unique cultures and community value sets with academic skills and concepts. This symposium will highlight efforts by researchers and practitioners that bring non-dominant cultures into the chemistry classroom. This symposium was submitted on behalf of a community of practice for scholars seeking to advance education research grounded in equity (#AdvancingEquityinCER).

Organizer 1

Kathryn Hosbein

Organizer 1 Email
hosbeink19@ecu.edu
Organizer 2

Jeffrey Spencer

Organizer 2 Email
jlspen@umich.edu