02265nam a22002057a 4500 20231120095508.0 231120b ||||| |||| 00| 0 eng d 0021-9584 Kattoum, Ronia N. Perceived Barriers to Equitable Participation in the Learning Assistant Program (Journal Article) Washington DC :American Chemical Society ,2023 2495-2503p. Journal of Chemical Society , Volume 100: Number 7, July 2023 ***______{For Hard Copy, Please visit Library.}________*** Abstract: To build a more diverse STEM workforce, institutions seek to increase the representation of diverse groups in faculty and mentoring positions. The Learning Assistant (LA) near-peer student support program has the potential to bring diverse students into highly visible and impactful mentoring roles early in their college careers, benefiting both LAs and students in LA-supported courses. However, the demographic characteristics of potential students interested in the LA Program and the subsequent barriers to entry have yet to be investigated. This short-term longitudinal case study revealed that even though students from historically underserved groups (HUGs) started the semester equally as likely as non-HUGs to see themselves as future chemistry LAs, an inequity developed later in the semester. Similar trends were not detected based on students’ gender or age group (traditional/nontraditional). Qualitative data indicated that regardless of demographic group, the most prominent barriers to students seeing themselves as future LAs include a lack of time and self-efficacy in chemistry content knowledge/social skills. The trends observed at this diverse metropolitan research institution indicate that further research is needed to find and lower barriers for students to have the opportunity to become LAs, especially those from HUGs. learning assistant | general chemistry| chemical education research| collaborative| cooperative learning| minorities in chemistry| women in chemistry Abbood, Ibraheem | Huff, Khristina E. | Baillie, Mark T. https://doi.org/10.1021/acs.jchemed.2c00635 PER 0 0 0 0 RIEBPL RIEBPL 2023-11-20 0 2023-11-20 00:00:00 2023-11-20 PER 44913 44912