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 impli...

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Autors principals:	Sarah D. Castle, W. Carson Byrd, Benjamin P. Koester, Meaghan I. Pearson, Emily Bonem, Natalia Caporale, Sonja Cwik, Kameryn Denaro, Stefano Fiorini, Yangqiuting Li, Chris Mead, Heather Rypkema, Ryan D. Sweeder, Montserrat B. Valdivia Medinaceli, Kyle M. Whitcomb, Sara E. Brownell, Chantal Levesque-Bristol, Marco Molinaro, Chandralekha Singh, Timothy A. McKay, Rebecca L. Matz
Format:	Artigo
Idioma:	Inglês
Publicat:	SpringerOpen 2024-02-01
Col·lecció:	International Journal of STEM Education
Matèries:	Course grades Generation status Grade anomaly Income Introductory courses Race/ethnicity
Accés en línia:	https://doi.org/10.1186/s40594-024-00474-7
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