Grade Disparities Associated with Student Demographics in Upper-Division Biology Courses Across Multiple Institutions.

ABSTRACT: Disparate grade outcomes across various axes of student identities are prevalent in introductory science, technology, engineering, and mathematics (STEM) courses, including in the biological sciences, yet few studies have examined outcome disparities in upper-division courses. Those that have present mixed findings. Rooted in a critical approach to quantitative methods and a student asset/institutional-deficit perspective, we characterized grade disparities associated with minoritized demographic identities over 10 years of enrollments (N = 58,692 students) in two upper-division biology courses, Genetics and Cell Biology, at five institutions. We found strong evidence of grade disparities associated with women, PEER, first-generation, low socioeconomic, and transfer student identiti

SUBMITTER: Farrar VS 

PROVIDER: S-EPMC12415597 | biostudies-literature | 2025 Sep

REPOSITORIES: biostudies-literature