Rice University, a renowned institution in Houston, Texas, has recently come under scrutiny for its new course offering titled “Afrochemistry: The Study of Black-Life Matter.” The course, slated for the spring 2024 semester, aims to address “inequities in chemistry and chemical education.” It has sparked a wave of criticism and mockery on social media for its unconventional approach to combining chemistry with diversity, equity, and inclusion (DEI) initiatives.
Designed as a 100-level entry course open to all undergraduate students, “Afrochemistry” does not require prior knowledge of chemistry or African American studies. It aims to make the subject matter accessible to students from various academic backgrounds, including both STEM and non-STEM disciplines.
The course description outlines its objectives to apply chemical tools and analysis to understand Black life in the U.S. It also intends to use African American perspectives to analyze chemistry, drawing upon diverse historical and contemporary scientists and their discoveries.
Despite the course’s innovative approach, it has faced significant backlash online. Author John LeFevre highlighted the course on social media, sparking a debate about the role of DEI in hard sciences. Social media users have responded with skepticism and humor, questioning the necessity and validity of such a course. Filmmaker Eli Steele remarked that this was not the ‘Dream’ envisioned by Martin Luther King Jr., while Libertas Institute president Connor Boyack suggested skipping college altogether. Substack writer John Feehery expressed confusion over the differentiation of chemistry based on ethnicity.
The criticism extends beyond the course itself, with many commentators pointing to the high cost of attending Rice University and questioning the value of DEI programs in higher education. Despite being ranked among America’s top 20 universities, Rice University has declined to comment on the controversy surrounding the new course.
This development at Rice University highlights the ongoing debate about the incorporation of DEI initiatives in academia, particularly in science and technology fields. The reaction to “Afrochemistry: The Study of Black-Life Matter” reflects the broader conversation about the balance between traditional educational approaches and the integration of diverse perspectives and experiences.