TOWARDS INCLUSION OF ALL LEARNERS THROUGH SCIENCE TEACHER EDUCATION. M. Koomen, S.Kahn, C. L.Atchison, T.A.Wild (Eds.), 2018Brill Sense Boston, MA. 384 pages. ISBN: 978‐90‐04‐36842‐2

Daley, Samantha G.

doi:10.1002/sce.21497

Cited by 3 publications

(2 citation statements)

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“…We note that the demographic groups with more disadvantages are likely to consist of students who had precollege education from schools with fewer resources and less well-prepared teachers than those of the more privileged students (Bianchini et al, 2003; Bottia et al, 2018; Daley, 2019; Dou et al, 2019; Maltese & Cooper, 2017; Means et al, 2018). Analyses such as those discussed here can help mobilize PWI institutions to take action and inform the allocation of institutional resources to support students.…”

Section: Implications and Conclusionmentioning

confidence: 97%

Not All Disadvantages Are Equal: Racial/Ethnic Minority Students Have Largest Disadvantage Among Demographic Groups in Both STEM and Non-STEM GPA

2021

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An analysis of institutional data to understand the outcome of obstacles faced by students from historically disadvantaged backgrounds is important in order to work toward promoting equity and inclusion. We use 10 years of institutional data at a large public research university to investigate the grades earned by students categorized on four demographic characteristics: gender, race/ethnicity, low-income status, and first-generation college student status. We find that on average across all years of study, underrepresented minority (URM) students experience a larger penalty to their mean overall and STEM GPA than even the most disadvantaged non-URM students. Moreover, the URM students with additional disadvantages due to socioeconomic status or first-generation college status were further penalized in their average GPA. These inequitable outcomes point to systemic inequities in higher education for students with historically disadvantaged backgrounds and the need to dismantle institutional inertia to support them.

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Section: Implications and Conclusionmentioning

confidence: 97%

Not All Disadvantages Are Equal: Racial/Ethnic Minority Students Have Largest Disadvantage Among Demographic Groups in Both STEM and Non-STEM GPA

2021

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“…We note that these demographic groups with more disadvantages are likely to consist of students who had K-12 education from schools with fewer resources and less well-prepared teachers than those of the more privileged students, with high school being an especially important time for disadvantages related to STEM learning increasing [3,[61][62][63][64][65]. Analyses such as those discussed here can help inform the allocation of resources to support these students, with efforts to reduce the classroom stereotype threat of URM students and creating a low-anxiety environment in which all students have a high sense of belonging and can participate fully without fear of being judged being clear priorities.…”

Section: Yearmentioning

confidence: 99%

Not all disadvantages are equal: Racial/ethnic minority students have largest disadvantage of all demographic groups in both STEM and non-STEM GPA

Whitcomb,

Singh

2020

Preprint

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An analysis of institutional data to understand the outcome of the many obstacles faced by students from historically disadvantaged backgrounds is important in order to work towards promoting equity and inclusion for all students. We use 10 years of institutional data at a large public research university to investigate the grades earned (both overall and in STEM courses only) by students categorized on four demographic characteristics: gender, race/ethnicity, low-income status, and first-generation college student status. We find that on average across all years of study and for all clusters of majors, underrepresented minority students experience a larger penalty to their mean overall and STEM GPA than even the most disadvantaged non-URM students. Moreover, the underrepresented minority students with additional disadvantages due to socioeconomic status or parental education level were even further penalized in their average GPA. Furthermore, we also find that while women in all demographic groups had a higher average overall GPA, these gender differences are almost completely non-existent in STEM GPA except among the most privileged students. These findings suggest that there is need to provide support to bridge the gaps that emanate from historical disadvantages to certain groups.

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Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction

Jones

Burrell

2022

Science Education

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Current science instruction does not educate K‐12 students equitably and creates short‐ and long‐term impacts on individual students and society. While students may be present in class, they may not have access to quality science learning experiences. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. Though not exhaustive, this paper identifies groups of students who are marginalized in current‐day science instruction—the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. Third, we present a synthesis of research‐informed solutions proposed to improve both the quality of science instruction and its equitable access for the highlighted groups, creating a new baseline standard for equitable science instruction. An elevated baseline would address the existing disparities in who has access to quality science instruction and consequently reduce the gatekeeper effect of who defines and solves societal problems that perpetuate intergenerational inequities.

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TOWARDS INCLUSION OF ALL LEARNERS THROUGH SCIENCE TEACHER EDUCATION. M. Koomen, S.Kahn, C. L.Atchison, T.A.Wild (Eds.), 2018Brill Sense Boston, MA. 384 pages. ISBN: 978‐90‐04‐36842‐2

Cited by 3 publications

References 3 publications

Not All Disadvantages Are Equal: Racial/Ethnic Minority Students Have Largest Disadvantage Among Demographic Groups in Both STEM and Non-STEM GPA

Not All Disadvantages Are Equal: Racial/Ethnic Minority Students Have Largest Disadvantage Among Demographic Groups in Both STEM and Non-STEM GPA

Not all disadvantages are equal: Racial/ethnic minority students have largest disadvantage of all demographic groups in both STEM and non-STEM GPA

Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction

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