The Role of Minoritized Student Representation in Promoting Achievement and Equity within College STEM Courses

Principal Investigator(s):  View help for Principal Investigator(s) Nicholas A. Bowman, University of Iowa; Christine Logel, Renison University College; Jennifer Lacosse, University of Michigan-Flint; Elizabeth A. Canning, Washington State University; Katherine T. U. Emerson, Indiana University; Mary C. Murphy, Indiana University

Version:  View help for Version V1

Name File Type Size Last Modified
AERA Open R analysis code.R text/x-rsrc 8.3 KB 10/03/2023 06:33:AM
AERA Open Stata analysis code.do text/plain 1.1 KB 11/21/2023 04:59:AM
AERA Open additional data information.pdf application/pdf 175.2 KB 11/21/2023 07:40:AM

Project Citation: 

Bowman, Nicholas A., Logel, Christine, Lacosse, Jennifer, Canning, Elizabeth A., Emerson, Katherine T. U., and Murphy, Mary C. The Role of Minoritized Student Representation in Promoting Achievement and Equity within College STEM Courses. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-11-21. https://doi.org/10.3886/E195293V1

Project Description

Summary:  View help for Summary
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 effect 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.
Funding Sources:  View help for Funding Sources Raikes Foundation; National Science Foundation (1661004); Bill and Melinda Gates Foundation (INV-016864); HIgher Education Quality Council of Ontario; Partner Schools



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V1 [2023-11-21]

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