The United Nations Sustainable Developmental Goals (UN-SDGs) identify 17 important themes with measurable targets and actions that aim for “peace and prosperity for the people and the planet, now and into the future”.1 The UN member nations work in a global partnership towards achieving the set outcomes by 2030.

Goal 4 – Ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all.2


Individuals have complex identities. Equity-deserving groups may have faced
discrimination, been marginalized, or encountered systemic attitudinal, historic, social, and environmental barriers due to their age, ethnicity, disability, economic status, gender, nationality, race, or sexual orientation.3 Underrepresented minority students face systemic barriers to recruitment, retention, and career progression in science, technology, engineering, and mathematics (STEM).4

Diversity increases innovation, performance, and efficacy in sciences5 and medicine.6 Unfortunately, the general population is not proportionally represented in chemistry7 and other STEM fields.8 Exposing STEM students to diverse role-model biographies positively impacted their sense of belonging in STEM as well as their academic self-efficacy.9 STEM role-models that were early in their career or established in their career were rated higher than portrayals of ‘famous’ STEM professionals.10


General chemistry textbooks typically display a narrow example of scientists that do not acknowledge the range of diverse contributors to the field.11 Highlighting examples of a variety of diverse successful chemists reinforces to students that they belong in this field.12,13 A recognized Canadian advocate, Margaret-Ann Armour, spent her career promoting equality and inclusion in chemistry in Canada.14 Here, the students have an opportunity to contribute to the reduction of equity gaps in undergraduate chemistry;15
by selecting and showcasing their personal role-model in the field of chemistry.

  1. The 17 Goals. United Nations. https://sdgs.un.org/goals (Accessed August 23, 2023)
  2. Goal 4 Targets and Indicators. United Nations. https://sdgs.un.org/goals/goal4#targets_and_indicators
    (Accessed August 23, 2023)
  3. Canada Council for the Arts. Equity-Seeking Groups. https://canadacouncil.ca/glossary/equityseeking-groups (Accessed Dec 17, 2023)
  4. Suleman, Z. et al. A Review of Themes and Promising Practices in STEM-based Work in Equity,
    Diversity, and Inclusion. Skylight: Science Centre for Learning and Teaching. 2020
    https://skylight.science.ubc.ca/sites/skylight.science.ubc.ca/files/Literature_Review_EDI_in_STEM_12
    032020.pdf (Accessed Dec 12, 2023)
  5. Hofstra, B.; et al. The Diversity-Innovation Paradox in Science. PNAS. 2020, 117(17): 9284-9291
  6. Gomez, L.E., Bernet, P. Diversity improves performance and outcomes. Journal of the National
    Medical Association. 2019, 111(4): 383-392
  7. Menon, B.R.K. The missing colours of chemistry. Nature Chemistry. 2021. 13: 101-106
  8. U.S. National Science Foundation. Special Reports. Diversity and STEM: Women, Minorities, and
    Persons with Disabilities 2023. NSF 23-315 https://ncses.nsf.gov/pubs/nsf23315 (Accessed August
    18, 2023)
  9. Shin, J.E.L., et al. Effects of role model exposure on STEM and non-STEM student engagement.
    Journal of Applied Social Psychology. 2016, 46: 410-427
  10. Steinke, J. et al. Effects of Diverse STEM Role Model Videos in Promoting Adolescents’ Identification.
    International Journal of Science and Mathematics Education. 2022, 20: 255-276.
  11. Lucy, C.A., et al. Resources to bring diversity, equity, inclusion, and respect into analytical chemistry
    classrooms. Analytical and Bioanalytical Chemistry. 2022, 414: 7943-7947
  12. Shah, L. et al. Diversifying Undergraduate Chemistry Course Pathways to Improve Outcomes for AtRisk Students. Journal of Chemical Education. 2020, 97(7): 1822-1831
  13. Ries, K.R., Mensinger, Z.L. Introducing Diverse Chemists in Chemistry Courses. Journal of Chemical
    Education. 2022, 99(1): 504-507
  14. Impellizzeri, S.; Coe, I. R. The complex chemistry of diversity and inclusion: a 30-year synthesis.
    Canadian Journal of Chemistry. 2021, 99: 653-660
  15. White, K.N. et al. Equitable and Inclusive Practices Designed to Reduce Equity Gaps in
    Undergraduate Chemistry Courses. Journal of Chemical Education. 2021, 98(2): 330-339