Systemic advantage has a meaningful relationship with grade outcomes in students' early STEM courses at six research universities.

ABSTRACT:

Background

Large introductory lecture courses are frequently post-secondary students' first formal interaction with science, technology, engineering, and mathematics (STEM) disciplines. Grade outcomes in these courses are often disparate across student populations, which, in turn, has implications for student retention. This study positions such disparities as a manifestation of systemic inequities along the dimensions of sex, race/ethnicity, income, and first-generation status and investigates the extent to which they are similar across peer institutions.

Results

We examined grade outcomes in a selected set of early STEM courses across six large, public, research-intensive universities in the United States over ten years. In this sample of more than 200,000 STEM course enro

SUBMITTER: Castle SD 

PROVIDER: S-EPMC10891193 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature