000			02887nam a22002057a 4500
005			20231106150502.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0021-9584
100			_aDeng, Jacky M.
245			_a“I Am Working 24/7, but I Can’t Translate That to You” _b: The Barriers, Strategies, and Needed Supports Reported by Chemistry Trainees from English-as-an-Additional Language Backgrounds (Journal Article)
260			_aWashington DC _b:American Chemical Society _c,2023
300			_a1523-1536p.
440			_aJournal of Chemical Society _v, Volume 100: Number 4, April 2023
505			_a ***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: Having a shared language such as English facilitates the globalization of science, but it can also limit science by posing barriers for those who have learned English-as-an-additional language (Eng+). Research on the experiences of Eng+ graduate students and postdoctoral researchers (“trainees”) is needed as our scientific community becomes more diverse and continues working toward improving equity and inclusion; without such research, we risk losing out on perspectives and expertise that might otherwise strengthen scientific progress. We investigated three research questions: (1) What are Eng+ chemistry trainees’ language experiences before entering English-dominant research programs? (2) What language barriers have trainees faced in learning, communicating, and doing chemistry? and (3) What strategies and supports have been helpful or needed? In focus groups and interviews with 18 Eng+ trainees, participants described having diverse language experiences before entering English-dominant research programs and faced challenges working in an English research environment. Participants reported avoiding interactions with colleagues, exacerbated feelings of imposter syndrome, needing extra time to learn or communicate, and not being able to fully express their knowledge. Participants expressed an ongoing desire to learn English and described various independent strategies to navigate challenges. All participants believed that research supervisors and institutions needed to play a larger role in supporting Eng+ trainees, such as supervisors who offer personal and professional support, and institutional supports that provide chemistry-specific knowledge-building and networking opportunities. Based on the findings, we recommend approaches that supervisors and institutions can enact that may improve linguistic equity in the chemical sciences.
650			_aequity and inclusion in chemistry| trainees| highly qualified personnel| graduate student education| international students in chemistry| english-as-an-additional language
700			_aFlynn, Alison B.
856			_uhttps://pubs.acs.org/doi/10.1021/acs.jchemed.2c01063
942			_cPER
999			_c44718 _d44717