Per-and polyfluoroalkyl substances (PFASs) contamination and community impact: An interdisciplinary approach to teaching chemistry
By Ji Kim and Shiryn D. Sukhram
Journal of Chemical Education
December 29, 2025
DOI: 10.1021/acs.jchemed.5c01376
This article presents an interdisciplinary chemistry module that centers on environmental justice by exploring per- and polyfluoroalkyl substances (PFASs) contamination and its disproportionate impact on marginalized communities. Developed through the Black, Race, and Ethnic Studies Initiative (BRESI), the Black Studies Module was collaboratively implemented at two diverse CUNY campuses. Students investigated PFAS chemistry, analyzed contamination case studies, examined racial and socioeconomic disparities in environmental health, and formulated policy recommendations to address systemic inequities. Through scaffolded experiential learning, including community-based research and collaborative presentations, students developed scientific literacy, civic agency, and critical thinking skills. Learning outcomes were assessed through a survey, written reflections, and research deliverables, which demonstrated increased student engagement, heightened awareness of environmental racism, and greater confidence in public science communication. The module’s justice-oriented activity empowered students─many of whom identify as Black, Hispanic, immigrant, or first-generation─to see science as a tool for advocacy and social change. This approach demonstrates the value of integrating chemistry instruction with real-world socioenvironmental challenges and offers a replicable framework for STEM educators seeking to connect curriculum to students’ lived experiences and local contexts.
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