Immigrant Students in the U.S. Chemistry Classroom: An Educational Opportunity and Challenge

Abstract

Close to one-quarter of the U.S. population is an immigrant or the child of an immigrant. This editorial outlines how chemistry educators have the opportunity to address this new group in four important ways: (i) by considering pedagogical, systematic, and content responses to working with immigrant students; (ii) educating for international connections; (iii) including new countries and cultures in educational content; and (iv) working with undocumented students.