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Integrating Social Justice into the Chemistry Curriculum: Setting the Ethical Foundation for Future Scientists

Integrating Social Justice into the Chemistry Curriculum: Setting the Ethical Foundation for Future Scientists
Learning Objets
Summary
Incorporation of social justice into chemistry curricula remains rare despite the recent increase in awareness of equity issues. Social justice topics and pedagogy offer a way towards developing culturally-responsive, inclusive curricula that acknowledges the social facets of scientific knowledge. This chapter describes the creation of an in-depth social justice project that prompted students to explore the equity impacts of biologically-active small organic molecules within social, economic, environmental, and regulatory systems. Pre- and post-project surveys tracked the positive impact of the activities on student perceptions of equity issues as well as highlighted the need for broader comparative studies.

Full citation: Ford, R. E., West, C. L., McGhee, A., & LaLonde, R. L. (2021). Integrating Social Justice into the Chemistry Curriculum: Setting the Ethical Foundation for Future Scientists. In International Ethics in Chemistry: Developing Common Values across Cultures (Vol. 1401, pp. 41–61). American Chemical Society. https://doi.org/10.1021/bk-2021-1401.ch003
Keywords
Social Justice
Curricular Design
Inclusive Pedagogy
Second-Year Undergraduate
Ethics
Society and Ethics

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Moderation state
Published
Object Type
Activities/Technology (e.g., in-class activities, online games, hands-on activities/manipulatives, outreach, virtual tools, etc.)
Other
Object Type — Other
Book chapter
Audience
Introductory Undergraduate
Upper/Advanced Undergraduate
Published on
Green Chemistry Principles
Not applicable
U.N. Sustainable Development Goals (SDGs)
Reduced Inequalities
Peace, Justice and Strong Institutions
Learning Goals/Student Objectives
This activity was designed to challenge the notion of objectivity in science and uncover the ways that science has been used to perpetuate inequity as well as to advance the human condition. As such, the students were given the following learning objectives:

Develop a working definition of the term “social justice” as it pertains to science and chemistry.

Raise critical questions that uncover the ambiguity of the impact chemistry/science has on equity issues.

Conduct an analysis of the interconnectivity of chemistry/science to challenge the notion that chemistry/science is completely neutral and objective.

Identify constructs of authority. That is, be able to identify who controls the dominant narrative & information about these molecules/chemistry. Who has access to the molecules/chemistry? Who stands to benefit from control or access to these molecules/chemistry?

Reflect on the personal impact of these issues. Has this assignment changed your views on the relationship between social justice and chemistry?

Suggest alternative paradigms and potential solutions to the problems of equity and justice at hand.
Common pedagogies covered
Context-based learning
Hands-on learning
Problem-based learning

Submitted by

Laura Barnes
Safety Precautions, Hazards, and Risk Assessment
n/a
Link to external
Link to book chapter on ACS website