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Perceived Barriers to Equitable Participation in the Learning Assistant Program.

Ronia N Kattoum1, Ibraheem Abbood1, Khristina E Huff1

  • 1Department of Chemistry, the University of Arkansas at Little Rock, Little Rock, Arkansas 72022, United States.

Journal of Chemical Education
|July 17, 2023
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Summary

Historically underserved students initially showed interest in becoming Learning Assistants (LAs) but faced developing inequities. Barriers like time and self-efficacy impacted all students, especially those from underrepresented groups.

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Area of Science:

  • STEM education
  • Higher education

Background:

  • Increasing diversity in STEM faculty and mentoring roles is a key institutional goal.
  • The Learning Assistant (LA) program offers a pathway for students, particularly from diverse backgrounds, into impactful mentoring positions.
  • Limited research exists on the demographics of students interested in the LA program and their barriers to entry.

Purpose of the Study:

  • To investigate the demographic characteristics of students interested in becoming Learning Assistants.
  • To identify barriers to entry into the LA program, especially for students from historically underserved groups (HUGs).

Main Methods:

  • A short-term longitudinal case study was conducted at a diverse metropolitan research institution.
  • Demographic data and self-perception of future LA roles were tracked throughout a semester.
  • Qualitative data was collected to understand barriers to participation.

Main Results:

  • Initially, students from HUGs were as likely as non-HUGs to consider becoming LAs.
  • An inequity in self-perception emerged later in the semester, with HUGs becoming less likely to see themselves as future LAs.
  • No significant trends were observed based on gender or age (traditional/nontraditional).
  • Key barriers identified across all groups included time constraints and low self-efficacy in chemistry and social skills.

Conclusions:

  • While initial interest in the LA program is equitable, systemic inequities can develop during the semester.
  • Lack of time and self-efficacy are significant barriers for all students aspiring to be LAs.
  • Further research and interventions are needed to reduce barriers, particularly for HUGs, to enhance LA program diversity.