Understanding Diverse Needs and Access to Resources for Student Success in an Introductory College Chemistry Course

There has been considerable research on potential academic factors that can predict success in college introductory science courses. In order to support high success rates for students, some institutions across the country have implemented diagnostic tests to determine which students are eligible to take introductory chemistry classes. These tests are based on previous studies, which have demonstrated that a strong mathematics background, high SAT/ACT scores, and prior exposure to chemistry content at the high school level are common predictors of success in introductory chemistry courses. However, recent studies have also identified socioeconomic background, being a first-generation college student, and access to academic and financial resources prior to entering college, as predictors of student success. Despite numerous learning resources being available at the campus, many students reported not being able to utilize these resources because of other commitments such as being required to work long hours or living off campus and commuting. Given that both employment and commute status are correlated with student background and socioeconomic status, this article examines how such external nonacademic factors contribute to impeding the success of students in a first-semester general chemistry course.