The first time Britney Achu walked into a classroom and saw a BIPOC professor at the front, something changed.
“I was so happy,” she recalls. “I never missed a lecture. I sat up front every day. I asked questions.” What may have seemed like a small moment became a powerful example of how representation can shape students’ engagement, confidence and sense of belonging.
Those experiences, coupled with her time as president of the Black Student Leaders Association, ultimately inspired her to centre her fourth-year honours research project on equity, diversity and inclusion (EDI) in chemistry education.
Britney conducted the research under the supervision of Professor Alison Flynn, a leading scholar in chemistry education and equity-focused teaching practices.
“Beyond Representation”
Britney’s fourth-year Honours project, Beyond Representation, examines the intersection of critical race theory, which views racism as embedded in social systems, and culturally responsive pedagogy, an approach to teaching that incorporates students’ cultural backgrounds, experiences and identities into learning.
“There’s so much research about these frameworks. They’ve been developed over many years. But I wanted to understand what they look like when put into practice.”
Britney gathered perspectives from chemistry professors, Teaching and Learning Support Services (TLSS) staff, and BIPOC undergraduate students. Using questionnaires and follow-up interviews, she explored their awareness of these approaches, their experiences with them, and the resources available to support implementation.
Britney found encouraging evidence that many professors are actively working to create more inclusive learning environments. At the same time, many students described a disconnect between institutional intentions and their lived experiences.
The prevailing student sentiment was not that nothing is happening, but that progress is unfolding too slowly.
Many students felt the University was “checking EDI boxes” rather than implementing meaningful change, leading them to create their own support systems through student-led clubs and peer tutoring.
“It’s kind of like getting breadcrumbs. You’re expected to be okay with that even though you’re not full. Microaggressions continue to be a daily occurrence for many students on campus. These experiences can make you feel like you don’t belong in academia.”
Research projects like Britney’s are helping to bring these often-overlooked issues to light.
“Don’t quit before you try. Even if you end up making a mistake, ask yourself what you’ve learned from the experience. How will it make the second time you do something better?””
Britney Achu
Attending conferences and building confidence
In May 2026, Britney attended the Canadian Societies for Chemistry and Chemical Engineering Conferences and Exhibition in Toronto. She spoke about her honours project at the Empowering Women in Organic Chemistry (EWOC) symposium.
Initially, she was hesitant to submit her work, unsure whether her research was strong enough. Encouraged by her classmates, she applied anyway, and her decision to push through her uncertainty paid off. Looking back, she is especially grateful forthe insightful conversations she shared with fellow EDI researchers and for receiving the EWOC EastCAN Oral Presentation Award.
Britney urges undergraduate researchers in any field to not let self-doubt limit their opportunities.
“Don’t quit before you try. Even if you end up making a mistake, ask yourself what you’ve learned from the experience. How will it make the second time you do something better?”
By amplifying student voices and lived experiences, Britney’s research highlights the equity gaps that continue to influence chemistry education, helping to lay the foundation for meaningful change.