Perceived Inequities in STEM Classes Make Them Feel Competitive

Despite efforts to improve science, technology, engineering, and mathematics (STEM) education and student outcomes, STEM fields continue to lack equity, inclusion, and diversity. The disproportionate attrition of minoritized students, including first-generation and racially minoritized students, is a pressing issue in higher education. Students often cite competition as a reason for leaving STEM fields, and competitive environments may have disproportionate negative effects on minoritized students. Investigating what makes STEM environments competitive and how competition affects students' sense of belonging is crucial for understanding minoritized student attrition from STEM fields. Therefore, we sought to understand first-generation and racially minoritized students' conceptions of competition and its effects. To do this, we conducted semistructured interviews with 25 racially minoritized and first-generation students in an introductory biology class with a noncompetitive grading structure. A recurring theme emerged: when students labeled a class as "competitive," they were referring to inequities-inequities in prior preparation, resources, time, understanding, and ultimately, success. The competition stemming from perceived inequities contributed to a low sense of belonging in class and in STEM generally. Because competition in STEM is a systemic issue, these findings position instructors as agents for change. Therefore, we conclude with recommendations to help instructors transform a competitive, inequitable environment into a noncompetitive, inclusive environment.