The resources include fact sheets for educators, classroom posters, videos and student worksheets. The QMUL project team has identified areas in the chemistry A-level curriculum where contributions from historical BAME scientists could easily be slipped in and have developed classroom resources to support this. The Chemistry World Significant Figures column is a good place to look, and you can also find profiles of scientists working today in A future in chemistry. Start looking around for other stories of marginalised chemists who could add value to your curriculum.If you develop your own resources, share them – via Twitter or Twinkl.
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Download the Highlighting minorities in chemistry resources developed by QMUL resources. Make one change to your teaching content, see how it goes, build up your confidence and then do more and more. Two good starting points are The missing colours of chemistry in Nature Chemistry and UK chemistry pipeline loses almost all its BAME students after undergraduate studies in Chemistry World. Read about the benefits of boosting awareness of BAME scientists. Here are a few ideas to guide you in including Black, Asian and minority ethnic scientists in your teaching: This isn’t about teaching entire new topics, just taking the time to mention some currently omitted names while teaching curriculum content. They can start unveiling the hidden faces behind the chemistry curriculum for their pupils now. ‘It’s going to be a slow process getting policy changed,’ he predicts.īut schools don’t need to wait. Tippu is hopeful that eventually the national curriculum will be changed to better reflect scientific contributions from BAME researchers. If some teachers had pointed out some role models of people like me contributing to science it would have helped my confidence The results were similar: 86% of participating visitors had heard of Edison and 18% Latimer. The team used a simpler version of the survey at a family science festival held at QMUL in June 2021. ‘About 92% said they had heard of Thomas Edison but only 28% had heard of Lewis Latimer,’ says Aisha. The survey also asked if they had heard of some important historical scientists. They were asked if they thought Black, Asian and minority ethnic scientists were adequately represented in the national curriculum. The team developed an online survey and recruited around 200 secondary science teachers and A-level students to complete it. They recruited two second-year QMUL chemistry students – Aisha Sharif and lsrat-Zahan Chowdhury – to help them on their project. Together with departmental colleague Lesley Howell, Tippu applied for a Royal Society of Chemistry inclusion and diversity fund grant, to look at ways to fix this omission. He was suddenly acutely aware that Black, Asian and minority ethnic (BAME) contributions to science are almost entirely omitted from the school curriculum. ‘It was Lewis Latimer, a Black American inventor whose parents were slaves, who developed the carbon filament that made the light bulb a useful device,’ he said.įor Tippu, a senior lecturer in chemistry at Queen Mary University of London (QMUL), this was an eye-opening moment. One said that although we are all taught at school that Thomas Edison discovered the light bulb his device didn’t actually work very well. Rain had stopped an evening match, he explains, and the radio commentators filled time by discussing the floodlights above them. 
It was a cricket commentary that inspired Tippu Sheriff to tackle the lack of non-White faces included in the UK secondary school science curriculum. Start by including historical figures, such as James Andrew Harris, a nuclear chemist who was involved in the discovery of elements 104 and 105 Jabir ibn Hayyan, 8 th–9 th century Islamic scientific author Alice Ball, who developed a treatment for leprosy, in your chemistry teaching Source: © Science History Images/Alamy Stock Photo © Pictorial Press Ltd/Alamy Stock Photo © Apic/Getty I
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