1 Introduction: How it all started

There is a staggering disparity in educational opportunities available to different communities in the US, and this was further worsened by the COVID-19 pandemic. Previously referred to as Underrepresented Minorities (URMs), Persons Excluded Ethnically by Racial groups (PEERs) make up the lowest percentage of the STEM workforce ¹. More specifically, The PEERs community is mainly composed of African American and Latinx individuals, and the interest in STEM from these ethnic groups remains low². Increasing diversity within the sciences and creating inclusive opportunities for future students, professors, and professionals hits home for me. As the first person in my biological family to graduate college and later become a graduate student, I have experienced racism, imposter syndrome, and ample adversities throughout my academic journey. I have always had a passion for learning but have found myself disconnected from my classes because of the adversities I have experienced.

I noted that the majority of STEM material I had been exposed to needed to be more inclusive and more representative of myself and my culture, which would make this material more engaging. I then realized in order to encourage the next generation of future scientists to pursue chemistry, there needs to be some serious revamping within our educational institutions. I am a Black and Filipino (Asian/Pacific Islander) woman who grew up in an underrepresented, underserved, and marginalized community. I can personally attest to the lack of gender and racial diversity within my classrooms, educational material, and even in the scientific community. For example, throughout my academic career, I have only had one professor of color. Based on my experience, I was inspired to help address the gap between PEERs and STEM interests, which will contribute to a more diverse, equitable, and inclusive scientific community.