Presented by U-M postdoctoral fellow Paulette Vincent-Ruz, Chemistry Education at the University of Michigan, LSA.
Why do we study how to become better educators? Historically, the methods used to do this research can perpetuate racial bias. As such, research produced by these faulty methods fails to provide insight that could dismantle unjust systems in STEM education. Equitable research methods in Discipline-Based Education Research (DBER) are necessary for equity-centered research and teaching.
In this talk U-M Postdoctoral Fellow Paulette Vincent-Ruz (she/ella) will present:
- The “Resources for Equitable Activation of Chemical Thinking Framework”, a framework she [proposed to center equity theories in DBER.
- Her QuantCrit (Quantitative Critical Theory) methodological approach.
She will use this framework to unearth a counterstory to traditional and harmful explanations of the “underperformance” of Black students in an Introductory Chemistry course and practical implications that improve instructors’ practice, and better support their marginalized students. Dr. Vincent-Ruz will engage the Michigan community in conversation on how to center equity in Discipline-Based Education Research and practice.
About Paulette Vincent-Ruz:
Paulette Vincent-Ruz (she/ella) is a Postdoctoral Fellow in Discipline-Based Education Research at the University of Michigan. She graduated with a Bachelor of Science in chemical engineering from the National Autonomous University of Mexico (UNAM) in Mexico and obtained her Ph.D. in Learning Sciences and Policy from the University of Pittsburgh, School of Education. Her research perspective is informed by her background. She identifies as a Queer Latinx cis-woman of color, born and raised a settler colonialist on the rightful lands of the Mexica Tribes. Her research seeks to build an understanding of the systemic disadvantages that hinder the success of marginalized students and their effect on students’ STEM attitudes, opportunities, and learning by using equity-centered theories and methodologies.
Her unique combination of Chemistry disciplinary knowledge and educational theory earned her the American Chemical Society’s recognition as a Future Leader in Chemistry, the first time this was awarded to a chemistry education researcher. She was also the recipient of the Distinguished Student Leadership Award, the highest award designated for students at the University of Pittsburgh School of Education.