Relative Impact of Values-Oriented and Mindset-Oriented Interventions on Academic Success of Introductory Biology Students Attending 2-Year or 4-Year Institutions

Abstract

Diversifying the STEM workforce is a national priority, yet white males continue to dominate the ranks of professional scientists and engineers in the United States. This is partly due to disparities in academic success for women and minoritized students in prerequisite introductory STEM courses, leading to higher attrition from B.S. degree programs.