Creator

Anna Margiotta

Advisor

Brown, Corina E.

Committee Member

Weinrich, Melissa

Committee Member

Ortis, L.D

Committee Member

Keenan, Susan M.

Department

Natural & Health Sciences; Department of Chemistry and Biochemistry, Chemical Education

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley, (Colo.)

Publisher

University of Northern Colorado

Date Created

8-2022

Extent

350 pages

Digital Origin

Born digital

Abstract

Using Constructivist Grounded Theory (CGT) and reflexive Thematic Analysis (TA) methods, the purpose of this case study was to construct theory about equity for students studying chemistry at public universities in Colorado. Interviews with students (N=12), chemistry instructors (N=9), and equity practitioners (N=9) as well as observations of chemistry classes (N=42) were collected. Along with these interview transcripts and in-class observations, surveys completed by participants were also included as data. Journal entries of a reflexive or memoing nature were written as part of the data analysis procedures. With these data, I explored potential methods of equitable change in chemistry instruction at public universities in Colorado. Overall, twenty theoretical concepts were constructed using the data to address the research questions. The connections and relationships among these concepts make up the theory of equity in chemistry instruction that was constructed. A theory of equity in the context of chemistry instruction could be the basis for instruments such as an equity observation protocol or surveys to measure equity in chemistry courses.

Degree type

PhD

Degree Name

Doctoral

Local Identifiers

Margiotta_unco_0161D_11041.pdf

Rights Statement

Copyright is held by the author.

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