Abstract

In the context of continued equity gaps in student success within and beyond STEM, this paper explored the extent to which the representation of underrepresented racial minority (URM) and first-generation college students predict grades in postsecondary STEM courses. The analyses examined 87,027 grades received by 11,868 STEM-interested students within 8,468 STEM courses at 20 institutions. Cross-classified multilevel models and student fixed effects analyses of these data both support the same conclusion: the proportion of URM and first-generation students within a class is positively associated with STEM grades among all students, and these relationships are stronger among students who are members of the minoritized group. Thus, promoting the representation of students with minoritized identities in STEM courses may lead to greater equity in college outcomes.

Details

Title
The Role of Minoritized Student Representation in Promoting Achievement and Equity Within College STEM Courses
Author
Bowman, Nicholas 1   VIAFID ORCID Logo  ; Logel Christine 2 ; Lacosse, Jennifer 3 ; Canning, Elizabeth A 4   VIAFID ORCID Logo  ; Emerson Katherine T U; Murphy, Mary C 5 

1  University of Iowa 
2  Renison University College 
3  University of Michigan-Flint 
4  Washington State University 
5  Indiana University 
Publication year
2023
Publication date
Jan 2023
Publisher
Sage Publications Ltd.
e-ISSN
23328584
Source type
Scholarly Journal
Language of publication
English
DOI
https://doi.org/10.1177/23328584231209957
ProQuest document ID
2904564936
Full text outside of ProQuest
https://journals.sagepub.com/doi/10.1177/23328584231209957
Copyright
© The Author(s) 2023. This work is licensed under the Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.