This article describes how a focus on environmental justice and green chemistry can help minority students who have a low self-concept in STEM connect to chemistry. This focus on social justice and how work in chemistry impacts people everywhere allows for a more welcoming space for women and students of color in chemistry. The article speaks about how the common emphasis on individuality in STEM can alienate women and students of color. This can help to be prevented by a focus on how work in STEM impacts real people. Also, a better understanding of STEM concepts is a powerful tool against misinformation for minority students. 

The article details how emphasizing "systems thinking," when teaching which means connecting chemical concepts to real-world applications and natural processes, can allow students to have a deeper understanding of the subject of chemistry and be an effective way to integrate social justice into lessons. Also, when designing labs, it is important to explain what green chemistry means and whether or not the lab is an example of green chemistry. If it is not, it can be helpful for students to understand why proper lab safety is necessary. Also, emphasizing how work in chemistry can harm as well as help people is very important if students continue in STEM. An emphasis not on individuality but on the importance of the impact the work has on communities can make STEM a more accessible field.