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Perceived Inequities in STEM Classes Make Them Feel Competitive.

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Competition in science, technology, engineering, and mathematics (STEM) fields often stems from inequities, negatively impacting minoritized students' sense of belonging and contributing to attrition. Transforming environments can foster inclusion.

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Area of Science:

  • STEM Education
  • Higher Education Equity
  • Student Inclusion

Background:

  • STEM fields face persistent challenges in equity, inclusion, and diversity.
  • Disproportionate attrition of minoritized students, including first-generation and racially minoritized students, is a significant issue in higher education.
  • Competitive academic environments are frequently cited as a reason for students leaving STEM.

Purpose of the Study:

  • To investigate the conceptions of competition among first-generation and racially minoritized students.
  • To understand how perceived competition affects students' sense of belonging in STEM.
  • To identify factors contributing to student attrition in STEM fields.

Main Methods:

  • Conducted semistructured interviews with 25 racially minoritized and first-generation students.
  • Focused on students in an introductory biology class with a noncompetitive grading structure.
  • Analyzed interview data to identify themes related to competition and belonging.

Main Results:

  • Students perceived "competitive" classes as those with significant inequities in preparation, resources, time, understanding, and success.
  • Perceived inequities and resulting competition negatively impacted students' sense of belonging in the class and STEM overall.
  • These findings highlight a systemic issue linking competition, inequity, and minoritized student attrition.

Conclusions:

  • Competition in STEM is often a manifestation of systemic inequities.
  • Instructors can act as agents of change by addressing these inequities.
  • Recommendations are provided to help instructors create noncompetitive, inclusive STEM environments.